Inclusion is more than just a seat in the classroom; it is about ensuring every learner has a clear pathway to a professional career. The InHo (Inclusive Horizons) project operates on the principle that true accessibility requires providing the tools necessary for a seamless transition from education to the workplace.

Currently, the project is entering its next phase of development as specialized research and data collection instruments are finalized to empower both educators and youth across Belgium. Unlike traditional educational frameworks, InHo focuses specifically on the unique potential of youth with sensory impairments.

By addressing the specific pedagogical needs, the project works to dismantle the systemic barriers that often stand between talented young people and their professional aspirations. To ensure this research is grounded in real-world expertise, the initiative involves collaboration with a network of partners specialized in guidance, training, and inclusion.

By focusing on the tools educators use every day, the objective is not just to teach skills, but to foster an environment where accessibility is the standard, not the exception. The goal is to ensure that the transition from the school environment to the Belgian labor market is a journey of opportunity rather than a series of obstacles. With the finalization of translated research modules, preparations are underway to launch a series of specialized focus groups. These sessions will gather deep insights from stakeholders and directly involve the community in shaping the future of inclusive vocational paths. This journey continues toward building Inclusive Horizons for all, turning the vision of an accessible workforce into a reality.

Sofia Mangiaterra

Building on this mission, the project’s second training session is set to move from theory to action.

From May 11 to 15, 2026, the scenic town of Agres, Spain, will host the specialized training “Inclusive Cycling: The Practice”. This gathering will bring together a dedicated cohort of youth workers from Romania, Spain, and Belgium, including participants who are blind or visually impaired, to master tandem cycling as a powerful tool for mobility and outdoor education.

The training is designed to move beyond the classroom and get participants into the saddle. Over three intensive days of practice, attendees will focus on the unique mechanics of tandem cycling, where the “pilot” (front rider) and “co-pilot” (rear rider) must operate as a single unit.

Key learning objectives include:

• Strengthening technical cycling abilities through direct outdoor sessions.
• Refining the specific verbal and physical cues required for effective pilot/co-pilot teamwork.
• Mastering risk prevention and learning how to plan routes that prioritize accessibility.
• Testing these skills in authentic outdoor environments to build confidence and autonomy.

Beyond the technical skills, the training aims to forge deep bonds of collaboration and trust. These lived experiences will contribute directly to the project’s flagship resource “Tandem for Inclusion: A Practical Guide to Inclusive Cycling”.

By the end of the week, these youth workers will return to their home communities not just as better cyclists, but as empowered leaders ready to ensure that the joy of the open road is accessible to everyone.

On April 4th, Carmen, Selma, Silviu, and I headed to CPSE Liège for a day that went far beyond a standard awareness session. As an ESC volunteer, I’m used to new experiences, but this session was special. We weren’t just there to talk; we were there to bridge the gap between “theory” and “reality” for the people who are shaping and will shape the next generation of our community: social studies students, educators and youth workers. The energy was infectious from the start. We didn’t just show them inclusive tools; we put them to work. This hands-on approach is vital because true inclusion starts with understanding the lived experience.

• Exploring Tactile Play: It was eye-opening to watch the students realize how a simple game changes when you rely on touch rather than sight.
• Navigating the Streets: We took the training outside, teaching the “human guide” method and white cane techniques. There is a profound shift in perspective that happens when you have to trust a partner to navigate the sidewalk (it builds a level of empathy that a textbook simply can’t provide).

The most important part of my day was the incredible exchange we had with the participants! We talked and exposed the Erasmus+ and European Solidarity Corps (ESC) opportunities for young people and the participants had so many questions about our projects, especially regarding my and Silviu’s journey as volunteers. By sharing our path we showed them that international opportunities are for everyone! Often, young people with disabilities or fewer opportunities feel that traveling abroad or volunteering in another country is a closed door – not only because of physical barriers but also due to socio-economic ones. They may never even apply because they don’t believe these programs are “for them”. But educators, teachers, youth workers are the frontline to open them! By sharing the possibilities to the youth, you aren’t just giving them a brochure: you are giving them the tools to gain independence, confidence, and be part of a global community they might never have dreamed of reaching!

Our journey started with an introductory seminar designed to melt the ice. On the very first night, we held the International Night, a vibrant celebration of European diversity. Standing with the Belgian team, I presented local specialties while tasting flavors from our neighbors in Germany, Luxembourg, and Liechtenstein. 

Of course, it quickly turned into a wonderful party filled with music and dancing! It was the perfect way to realize that while we come from different places, we share the same heartbeat: a goal to empower youth.

Throughout the week, we dove deep into the concept of intercultural learning, diversity and Inclusion, Communication, Conflict management, and International Project writing, and much more. We used creative tools like “identity flowers” to map out who we are: a difficult question that forces you to interrogate not only yourself but the world around you. 

In one of the most eye-opening exercises, we split into groups to create entirely new cultures: the “Spi” and the “Fa.” We developed our own social rules, values, and languages, then “met” the other culture. Without knowing each other’s codes or meanings behind gestures, we faced the raw difficulties of intercultural exchange.

This experience taught us how to deconstruct our own biases and explore practical activities to teach young people about diversity and inclusion.

Connected to this was our work on conflict management. We simulated being mediators in various contexts, learning the delicate balance of group dynamics. From this, I walked away with three new skills:

• Navigating cultural communication styles within a diverse team.
• “active listening” to ensure every voice is truly heard.
• Managing the natural tensions that arise when a group tries to innovate together.

The most rewarding part of the week was the “engine room” of project management. I worked closely with my peers to:

• Draft SMART Objectives: Writing specific goals for a project focused on environmental awareness and sustainable lifestyles.
• Co-Creation: Visualizing a project’s lifecycle, from the initial spark to budgeting and final impact assessment, on large sheets of craft paper.
• The Pitch: Developing the confidence to present our projects clearly and inclusively to the entire group.

Although, the learning didn’t stop at the classroom door; it continued through every meal, break, and late-evening conversation. One highlight was our city exploration of Trier, where we split into small groups for “funny tasks”: interviewing statues, taking photos with locals and much more.

After the city visit, we shared a group dinner in a rustic local restaurant, a moment filled with laughter but also a touch of sadness, knowing our time together was drawing to a close.

The final night was a huge goodbye party back at our accommodation. It was full of music, tears, and emotion, but also immense hope. We left with the promise to meet again and a shared drive to work together and give back to others everything we had the opportunity to learn!

IRHOV (Institut Royal pour les handicapés de l’Ouie et de la Vue) is composed of two schools specialised in supporting young people with sensory impairments. As part of his volunteering, Jasper will contribute to inclusive educational and extracurricular activities for students with visual impairments, supporting both learning and participation in daily school life.

During his first days in Liège, Jasper had the opportunity to become familiar with his new environment, meet the team, and take his first steps into the project. He visited IRHOV, where he was introduced to the students and teachers, and began to understand the context in which he will be working.

As he shared:
“I was so pleased to see the new environment. During my first visit to the IRHOV schools where I will be volunteering, everyone was incredibly open and friendly. I have already met some of the students and teachers.”

Beyond the school, Jasper also connected with the VIEWS team and his fellow ESC volunteers, starting to build relationships that will accompany him throughout his experience. Together, they explored the city of Liège and discovered new places.

“I also met the welcoming team at VIEWS and my two co-volunteers. Plus, I got to explore the city. I saw so many new, beautiful places.”

As part of his introduction to the local ecosystem, Jasper also visited La Lumière, where he discovered a wide range of activities and workshops supporting independence and creativity for people with visual impairments. This visit offered an additional perspective on accessibility and inclusion beyond the school environment.

We are very happy to have Jasper on board and look forward to accompanying him throughout his volunteering journey in the coming months!

We had the privilege of supporting young participants as they expressed themselves through street art and a moving theatre piece. What made this experience unique was the seamless connection between art and nature; the group spent time exploring the stunning Ardennes surroundings through walks and outdoor activities, proving that inspiration is often found right under our feet.

Beyond the workshops, this week became a deeply personal journey for me. Seeing these young people so motivated, energetic, and sensible served as a powerful mirror. It reminded me of where I started, where I am now, and the core of my commitment to this path.

Observing how a local project with young people was organized and taking part in its activities was a remarkable example of the profound value of local communities in building and empowering their youngest members. Seeing local youth find their voice has strengthened a sense of motivation I already thought was at its peak!”

At the Jean Boets school, I am providing assistance during French classes, helping create fun and interactive activities to support language learning with non-formal approaches. I typically follow both an adult group and a class of younger learners from Monday to Tuesday, and I really enjoy experimenting with new ideas and methods. It is exciting to see how small changes in approach can make learning French more engaging and accessible!

At La Baraka, besides helping the team with the daily activities at the youth centre, Together with Pierre, one of the volunteers at La Baraka, I have also started developing an Erasmus+ project for the young people who attend the centre. For this project application I am supporting the writing process, bringing in my experience with Erasmus+ programmes. The goal is to submit a DiscoverEU project and, fingers crossed, get it approved.

Outside of work, I try to make the most of my free time. I go to the gym, spend time with friends around the city, plan future trips, and enjoy meeting new people.

Overall, my experience so far has been great. I feel supported in my tasks, which really helps me stay motivated and confident in what I’m doing.

I am visually impaired, but this does not prevent me from doing all kinds of activities. I enjoy them a lot.
So far I really like my job, I’ve met really nice people and I am very convinced that we will develop many new and exciting projects together.