Page 96 - Digital handbook - English

Policy Recommendation

The A.M.O.R. project has examined the challenges and opportunities of developing social skills in the
digital era, particularly for young people with disabilities and special educational needs. As an EU-

funded initiative, the project's materials and findings are grounded in the European context. Based on
our learning, we present a set of policy recommendations aimed at enhancing inclusive digital
education and social participation within the EU framework.
Given the chosen scope of this analysis, national policy levels were intentionally left out to maintain
focus and avoid excessive breadth. However, insights on the local level are explored in Chapter 5 of

the A.M.O.R. Digital Handbook. This chapter highlights how the handbook has been received in
partner countries and examines which aspects can be adapted or transferred to specific local contexts.
Our recommendations align with key European Union frameworks that promote equal opportunities,

digital skills development, and social inclusion. The European Pillar of Social Rights underscores the
right to high-quality education and lifelong learning (Principle 1), equal opportunities for all (Principle
3), and the inclusion of people with disabilities (Principle 17). Similarly, the Digital Education Action
Plan (2021-2027) calls for a high-performing digital education ecosystem and enhanced digital

competences to ensure no learner is left behind. Additionally, the European Skills Agenda and the
Upskilling Pathways initiative highlight the need for accessible learning opportunities and personalised
support to address skills gaps and social exclusion.
By integrating these policy frameworks, our recommendations seek to foster a more inclusive and

resilient digital education system, empowering young people to actively participate in society and the
labour market.

1. Recognise the Diversity of Learners with Disabilities and Special Educational Needs

It is essential to acknowledge the diverse abilities and needs of learners rather than treating people
with disabilities or special educational needs as a homogeneous group. To achieve fully inclusive and
accessible education, the full spectrum of diversity among learners must be addressed. However,
attempting to target too many diverse groups with a single tool may reduce its effectiveness.

Therefore, it is crucial to tailor educational practices to the specific needs of learners. This requires the
active involvement of the target group throughout the entire development and implementation
process of tools and practices.