Young people and in the youth project supported by the Spanish National Agency (INJUVE) and the EU. The project had aimed to ensure the effective use of sensory motor activities to improve the quality of life for young people facing neurodevelopmental challenges. These young people had special needs that made them different from their peers in terms of individual characteristics and educational qualifications. Through this initiative, the project had sought to strengthen their sensory awareness, motor skills, and social communication abilities while improving daily life competencies, teamwork, and self-confidence.
The specific objectives had included increasing awareness of sensory and motor skills, enhancing motor abilities through structured exercises, introducing new methods and techniques based on experiential learning, and supporting teamwork and communication skills through group activities. By focusing on sensory development in areas such as touch, vision, hearing, and smell, the project had encouraged active participation and aimed to boost the self-esteem and independence of participants.
To achieve these goals, a series of workshops and interactive sessions had been implemented. Participants had taken part in sessions such as “What is Sensory Motor?” and “Basic Sensory Skills”, which introduced the concept and helped them practice skills through games and exercises. Other workshops had addressed visual focus and attention, smell and memory development, and the application of sensory motor techniques to daily life routines. Drama, music, and art activities had been incorporated to support creativity, empathy, and emotional connection, while group games had strengthened collaboration and social interaction. Cultural nights, Erasmus+ promotion sessions, and daily evaluations had complemented the learning process, ensuring both educational and intercultural outcomes.
The project had involved 48 young participants aged 17–25 from six countries, including disadvantaged youth from low-income families, unemployed backgrounds, and those with neurodevelopmental conditions. Leaders and facilitators had ensured that the participants were guided and supported, with special attention given to disadvantaged groups so they could benefit equally.
The results had shown significant improvements in the participants’ sensory and motor skills, which enabled them to interact more effectively with their environments. Their communication and collaboration skills had improved through drama, music, and group-based workshops, making them more socially active and integrated. These developments had also boosted self-esteem and confidence, helping them become more independent and self-assured. By engaging in sharing-oriented activities, young people had also developed a stronger sense of social responsibility and had been motivated to apply the learned techniques within their communities.
Another important impact of the project had been the increase in intercultural understanding. Bringing together youth from different countries had enhanced their respect for diversity and promoted global perspectives. Participants had not only learned about sensory motor development but had also exchanged cultural values, thereby enriching the project with mutual understanding. The certificates and Youthpass they had received documented their learning, providing advantages for future educational and career opportunities.
In conclusion, the project had successfully combined educational innovation with social responsibility. By focusing on sensory motor activities, it had enabled young people with neurodevelopmental challenges to enhance their daily life skills, strengthen their communication and collaboration abilities, and improve their quality of life. At the same time, it had raised awareness of inclusion and diversity among all participants, creating long-term benefits for individuals, communities, and partner organisations.