WP4.4

CHAPTER 1: Entrepreneurship definition and importance -Ortiz García P and Olaz Capitán ÁJ (2021) Entrepreneurship for People With Disabilities: From Skills to Social Value. Front. Psychol. 12:699833. doi: 10.3389/fpsyg.2021.699833 -OECD (2014), Policy Brief on Entrepreneurship for People with Disabilities -Competence areas and learning progress: https://joint-research-centre.ec.europa.eu/entrecomp-entrepreneurship-competence-framework/competence-areas-and-learning-progress_en -European Entrepreneurship Competence Framework: https://www.youtube.com/watch?v=UwZPcJky0Ko -Harvard Business School Online, “10 characteristics of successful Entrepreneurs”: https://online.hbs.edu/blog/post/characteristics-of-successful-entrepreneurs -“Road to self-sufficiency: A guide to entrepreneurship for youth with disabilities”: https://dpi.wi.gov/sites/default/files/imce/mmee/pdf/entrepreneurship_guide.pdf   CHAPTER 2: State of the art regarding youth entrepreneurship in each country (including young entrepreneurs who are disabled)  ITALY -The Entrepreneurial Laboratory for training teachers in entrepreneurship: https://www.ufficiostampa.provincia.tn.it/content/download/35253/607732/file/Ricercazione_2015_vol7_n_2.pdf#page=111 -Training in entrepreneurship: https://consorzioquinn.it/wp-content/uploads/2025/01/Levoluzione-dellalta-formazione_full_31012025.pdf#page=91 -Young entrepreneurs in Italy and in the EU Context: https://www.cna.it/wp-content/uploads/2022/09/10_APPROFONDIMENTO_GIOVANI-IMPRENDITORI.pdf -The Syllabus for Entrepreneurship Education in Secondary Schools: https://www.mim.gov.it/-/pubblicato-il-sillabo-per-l-educazione-all-imprenditorialita-nella-scuola-secondaria- -The Best Incentives for Young Entrepreneurs in Italy: Loans and Grants 2024: https://www.contributieuropa.com/le-migliori-agevolazioni-per-giovani-imprenditori-italia-2024/ -Starting your own business: the entrepreneurial project: https://www.to.camcom.it/guida-mettersi-proprio-il-progetto-imprenditoriale -The three types of entrepreneur according to the Civil Code: https://www.to.camcom.it/13-i-tre-tipi-di-imprenditore-il-codice-civile -Funds and incentives :https://disabilita.governo.it/it/attivita-svolte-e-in-programma/fondi-e-incentivi/ -Funding for disabled people:https://www.sunrisemedical.it/blog/finanziamenti-per-disabili -Fund for youth credit: https://www.politichegiovanili.gov.it/politiche-giovanili/accordi-e-compartecipazioni/fondo-per-il-credito-ai-giovani/ -Becoming an entrepreneur in Italy: the numbers, the challenges and programmes that inspire young people:https://www.economyup.it/innovazione/diventare-imprenditori-in-italia-i-numeri-le-difficolta-e-8-programmi-che-ispirano-i-giovani/ -Erasmus for Young Entrepreneurs: https://www.erasmus-entrepreneurs.eu/ IRELAND -Disability Access Route to Education: https://www.accesscollege.ie -The Entrepreneurship For People with disabilities Programme: https://www.tudublin.ie/explore/news/aib-and-tu-dublin-entrepreneurship-for-people-with-disabilities-programme-2024-.html -Eye Clinic Liaison Officer (ECLO): https://vi.ie/eye-clinic-liaison-officer-eclo/ -Vision Ireland: https://vi.ie/ -Technological University Dublin: https://www.tudublin.ie/ -Junior Entrepreneur Programme: https://www.juniorentrepreneur.ie -The Student Enterprise: https://www.studententerprise.ie -Open Doors Initiative: https://www.opendoorsinitiative.ie/ -Citizens information Ireland: https://www.citizensinformation.ie -Work and Access: https://www.gov.ie/en/department-of-social-protection/services/work-and-access/ -Vision Ireland: https://www.vi.ie -The Local Enterprise Offices (LEOs): https://www.localenterprise.ie/ -IDA Ireland: https://www.idaireland.com/ -Enterprise Ireland: https://www.enterprise-ireland.com/en/ -The Guinness Enterprise Centre: https://www.gec.ie/ -Dogpatch Labs: https://dogpatchlabs.com/ -The Chambers of Commerce: https://chambers.ie/ -StartUp Ireland: https://startups.ie/ -Social Entrepreneurs Ireland: https://www.socialentrepreneurs.ie/ -Business in the Community Ireland (BITCI): https://bitc.ie/ -Disability Activation Project (DAP): Social Entrepreneurs Ireland (SEI): https://www.oireachtas.ie/en/debates/question/2017-03-02/129/#:~:text=The%20objective%20of%20this%20programme,to%20obtain%20and%20sustain%20employment. -The Local Enterprise Office: https://www.localenterprise.ie/ -Social Inclusion and Community Activation Programme (SICAP): https://www.gov.ie/en/department-of-rural-and-community-development/policy-information/social-inclusion-and-community-activation-programme-sicap/ -Microfinance Ireland (MFI): https://microfinanceireland.ie/ -Social Entrepreneurs Ireland: https://www.socialentrepreneurs.ie/   CYPRUS Entrepreneurial education at school and post-school level: -Cyprus Ministry of Education, Sports and Youth: https://www.moec.gov.cy/en/ -Digital Education Action Plan (2021-2027): https://education.ec.europa.eu/focus-topics/digital-education/action-plan -Digital Education Action Plan (2021-2027): https://education.ec.europa.eu/focus-topics/digital-education/action-plan -UNESCO, Integration of technology in the education system of Cyprus: https://education-profiles.org/europe-and-northern-america/cyprus/~technology -2021/2022 Global Entrepreneurship Monitor (GEM) report: –https://www.gemconsortium.org/file/open?fileId=50691 -Article on “Cyprus’ entrepreneurial education and culture in need of development”: https://cyprus-mail.com/2023/04/07/cyprus-entrepreneurial-education-and-culture-in-need-of-development/ -2024/2025 Global Entrepreneurship Monitor (GEM) report: https://www.gemconsortium.org/file/open?fileId=51621 -Junior Achievement (JA) Cyprus: https://jacyprus.org/en/ -JA, “Our Community” program: https://jacyprus.org/en/our-community/ -JA, “Company” program: https://jacyprus.org/en/company-programme/ -Cyprus Lifelong Learning Strategy 2021-2027: https://www.moec.gov.cy/eiao/en/life_long_learning_strategy.html National sources of information for starting a business: -Business in Cyprus Portal: https://www.businessincyprus.gov.cy/ -Department of Registrar of Companies and Official Receiver: https://www.companies.gov.cy/en/ -Government Portal: https://www.gov.cy/en/ Social entrepreneurship policies in Cyprus: -Article on “Social Enterprises – The law, its application and registering as a social enterprise under Cyprus Law”: https://mouktaroudes.com/social-enterprises-the-law-its-application-and-registering-as-a-social-enterprise-under-cyprus-law/ -Socially Agile project, Country report on “Youth and Social Entrepreneurship in Cyprus”: https://sociallyagile.eu/wp-content/uploads/2023/12/Cyprus-Report-.pdf? -Cooperative Societies Service (SCS): http://www.cssda.gov.cy/ Governmental agencies: -Ministry of Energy, Commerce, and Industry: https://www.gov.cy/meci/en/ -Cyprus Chamber of Commerce and Industry (CCCI): https://ccci.org.cy/ -Human Resource Development Authority of Cyprus (HRDA): https://www.anad.org.cy/wps/portal/hrda/hrdaExternal/!ut/p/z1/04_Sj9CPykssy0xPLMnMz0vMAfIjo8ziPTw8HD0s_Q383F3DjAwCLVydTV2CLY39XUz0w_Wj9KOASgxwAEcD_YLsbEUAbztbrg!!/dz/d5/L2dBISEvZ0FBIS9nQSEh/ Incubation and support entities: -IDEA Innovation Centre: https://ideacy.net/en-gb/Idea/ -Cyprus Entrepreneurship Competition (CyEC): https://cyec.org.cy/ NGOs and social enterprises: -Creative Europe Desk Cyprus: https://www.fundingprogrammesportal.gov.cy/en/programs/creative-europe-crea/ -Youth Board of Cyprus: https://onek.org.cy/en/ Entrepreneurship funding schemes -Thalia Program (2021-2027): https://thalia.com.cy/en/home-en/ -Cyprus Equity Fund: https://www.eif.org/what_we_do/resources/cyprus-equity-fund/index.htm -Creative Europe Program: https://culture.ec.europa.eu/creative-europe/about-the-creative-europe-programme -Cyprus Entrepreneurship Fund (CIF): https://www.eif.org/what_we_do/resources/cypef/index.htm -Horizon Europe: https://research-and-innovation.ec.europa.eu/funding/funding-opportunities/funding-programmes-and-open-calls/horizon-europe_en -Erasmus for Young Entrepreneurs: https://www.erasmus-entrepreneurs.eu/ -European Social Fund (ESF): https://european-social-fund-plus.ec.europa.eu/en -JA StartUp Programme: https://jacyprus.org/en/startup/ -Stelios Awards for Young Entrepreneurs: https://steliosfoundation.com.cy/stelios-awards-for-young-entrepreneurs-in-cyprus/ Mentorship & training programmes -Cyprus Chamber of Commerce and Industry (CCCI): http://www.ccci.org.cy/ -Youth Board of Cyprus (ONEK): http://www.onek.org.cy/ -IDEA Innovation Centre: http://www.ideacy.net/ -Junior Achievement Cyprus (JA Cyprus): http://www.jacyprus.org/ -Cyprus University of Technology (CUT): http://www.cut.ac.cy/ -European Institute of Innovation & Technology (EIT): http://www.eit.europa.eu/ -Cyprus Productivity Centre (KEPA): http://www.kepa.gov.cy/ -EYE Platform: https://www.erasmus-entrepreneurs.eu/ -Center for Social Innovation (CSI): https://csicy.com/ GREECE -Educating Youth for Future Unemployment in Greece: https://bristoluniversitypressdigital.com/monochap/book/9781529200119/ch005.xml -International Journal of Educational Administration and Policy Studies: https://files.eric.ed.gov/fulltext/EJ1384447.pdf -DYPA – Greek Public Employment Service: https://www.dypa.gov.gr/active-employment-policies -Athens Chamber of commerce and industry: https://acci.gr/en/mission-and-goals/ -Hellenic Confederation of Professionals, Craftsmen, and Merchants (GSEVEE):https://www.gsevee.gr/en-us/about -The Egg – Enter•Grow•Go: https://www.theegg.gr/en/ -DIAPLOUS Social Cooperatives: https://diaplous.eu/en/social-cooperatives-koispe/ -The People’s Trust: https://www.thepeoplestrust.org/ POLAND -Ministry of Education and Science – core curriculum for schools: https://www.gov.pl/web/edukacja/podstawy-programowe -Polish Agency for Enterprise Development (PARP): https://www.parp.gov.pl/ -NAVOICA educational platform – course on innovation and entrepreneurship: https://navoica.pl/ -Erasmus for Young Entrepreneurs: https://www.erasmus-entrepreneurs.eu/ -Biznes.gov.pl – government portal on starting and running a business: https://www.biznes.gov.pl/ -OECD Country Note on Poland’s Entrepreneurship Education: https://www.oecd.org/education/entrepreneurship-education-in-poland.htm -Youth Business Poland: https://youthbusiness.org/members/youth-business-poland/ -National Chamber of Commerce (KIG): https://kig.pl/ -Poznań Science and Technology Park (PPNT): https://ppnt.poznan.pl/ -We See Differently Foundation – ATnis Academy: https://www.facebook.com/WidzimyInaczej/ -PFR Ventures / Polish Development Fund: https://pfrventures.pl/ -Youth activation programmes: https://www.gov.pl/web/rodzina/aktywizacja-osob-niepelnosprawnych -Social Economy Support Centres (OWES): https://ekonomiaspoleczna.gov.pl/   CHAPTER 3: Tools and tips on becoming an entrepreneur   Guidance on the ethical use of generative AI in professional and business practice -Związek Firm Public Relations (ZFPR) – Warsaw Principles: Zasady etycznego wykorzystania AI w PR  Źródło: Dokument „dane na temat etyki w korzystaniu z AI.docx” (na podstawie publikacji ZFPR i ICCO, 2024). -ICCO (The International Communications Consultancy Organisation) – The Warsaw Principles for Ethical AI Use in Public Relations, 2023. -European Commission (Komisja Europejska) – Ethics Guidelines for Trustworthy Artificial Intelligence, 2019, https://digital-strategy.ec.europa.eu -Future of Life Institute – Asilomar AI Principles, https://futureoflife.org/ai-principles Coursera / Uczelnia Łazarskiego – Kursy nt. etyki AI i wykorzystania AI w biznesie -Reuters (2018) – Amazon scraps secret AI recruiting tool that showed bias against women  Dostęp: https://www.reuters.com -ALK – Akademia Leona Koźmińskiego (2023) – The invisible women: uncovering gender bias in AI-generated images of professionals. -How to use AI ethically in marketing www.widoczni.com  –Ethical AI in communication and customer service: www.engage-ai.co SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) templates -Asana: SWOT Analysis:https://asana.com/resources/swot-analysis -Aegean Journal of Environmental Sciences (Hovardas, 2015): https://www.env.aegean.gr/wp-content/uploads/2015/06/Hovardas_AEJES_2015.pdf -European Commission Wiki: SWOT Analysis: https://wikis.ec.europa.eu/spaces/ExactExternalWiki/pages/50109063/SWOT+Analysis -Investopedia: SWOT Analysis: https://www.investopedia.com/terms/s/swot.asp

Becoming an entrepreneur involves not only identifying a viable business idea but also having the right tools and strategies to develop it effectively. This provides practical tools, templates, and innovative AI-driven solutions to help aspiring entrepreneurs transform their ideas into successful businesses.   Using generative AI to materialise your idea: Find what your passion is and turn it into a monetised business. Generative AI tools offer valuable support for aspiring entrepreneurs in developing, refining, and materializing their business ideas. These technologies serve not only as productivity aids but also as creative collaborators, helping to shape concepts and evaluate business potential from the earliest stages. By using these tools, individuals can explore their passions and turn them into monetized enterprises. AI platforms like ChatGPT and Gemini are especially useful during the ideation phase. They can assist in identifying market needs, generating business ideas, and exploring industry trends. For example, one might prompt: “Suggest business ideas combining sustainability and digital services,” or “What are the risks and opportunities of opening a pet grooming salon in a small urban area?” These kinds of queries can help aspiring entrepreneurs reflect on feasibility, competition, and innovation. Generative AI can also assist with basic SWOT analysis and business model development. Prompts like “Can you help me create a SWOT analysis for a handmade cosmetics brand?” or “Generate a lean business plan outline for a food delivery app focusing on vegan options” allow users to explore strategic planning early on, and will complement the dedicated SWOT section that follows in this chapter. When moving into execution, tools like Copy.ai and Jasper support content generation for websites, marketing, and outreach, while Canva AI and DALL·E can help with visual branding, logo design, and promotional materials. These tools enable entrepreneurs to create a cohesive brand identity without advanced design skills. Meanwhile, platforms like Notion AI and Taskade can be used to structure the business development process, outline milestones, and organise tasks. For early-stage prototyping and concept visualisation, tools such as Runway ML and Adobe Firefly provide dynamic options for testing and refining product ideas. Used thoughtfully, these AI tools can accelerate the journey from concept to implementation, boosting creativity, clarity, and confidence. Guidance on the ethical use of AI in entrepreneurship, along with practical SWOT templates, is provided in the next sections to ensure responsible and structured application of these technologies.   Guidance on the ethical use of generative AI in professional and business practice In the age of dynamic technological development, when including generative artificial intelligence (AI), the question of its ethical use is becoming increasingly important. In fact, AI technologies unlock significant potential, but we have to ensure their fairness, inclusivity and responsible use, thus protecting the rights of all individuals including those with disabilities such as V.I young people as the main target group of the CARE project.  This guide is a compendium of good practices aimed at supporting professionals and businesses in the responsible and transparent use of AI.   1. Principle of transparency and openness Always indicate when content has been generated by AI. Mark automatically generated material, especially sensitive content (e.g. deepfakes, opinions, advice). Make it easier for customers to identify the sources of content and the intentions behind messages. Every AI user, regardless of industry, should openly disclose when content has been generated by artificial intelligence. This applies in particular to content published publicly, such as articles, graphics, videos, podcasts, marketing offers or product recommendations. Transparency also means disclosing the purposes of AI use: whether it is customer service automation, data analysis or content creation. In a world where deep fakes and manipulated information are being created, it is crucial to build trust by openly declaring the role of AI in creating the message   2.Verify and combat disinformation Check AI-generated content with independent sources before publication. Use AI tools for fact-checking, but verify their results manually. Maintain high standards of reliability, especially in public communication and marketing. Generative AI can create realistic sounding but untrue content. Therefore, every piece of material should be checked before it is published. It is recommended to use different sources for fact-checking, not only AI-based ones. Ethical responsibility here lies in preventing the spread of false information that can influence consumer decisions, public opinion or the reputation of companies and individuals. This is particularly important in industries such as PR, media, health, education and finance.   3.Protect privacy and personal data Comply with GDPR and local regulations. Obtain informed consent for the processing of personal data. Minimise data collection and apply anonymisation where possible. AI-based activities often involve the processing of personal data. Every company must comply with applicable regulations such as the GDPR, but also follow the principle of data minimisation. An ethical approach means only processing data that is necessary, as well as ensuring the possibility of withdrawing consent and transparency in informing users about how their data is processed. Protecting privacy is the foundation of trust in a brand.   4. Recognise bias and promote inclusiveness Audit algorithms and content for bias (gender, racial, cultural) Ensure that training data reflects social diversity Design messages and products to be accessible to different audiences. AI can reproduce existing biases, e.g. gender, racial, cultural, if it has been trained on biased data. It is essential to regularly audit and test AI tools for this. Promoting diversity means designing systems and messages with all social groups in mind. This is not only an ethical aspect, but also a development strategy that helps to reach a wider audience.   5.Respect copyright and intellectual property Do not publish AI-generated content without verifying the legality of its sources. Mark materials inspired by someone else’s creativity. Follow the rules for licensing AI content and do not copy without permission.   6.Human supervision and the possibility of intervention Ensure human involvement in the content creation process – AI must not be allowed to operate completely autonomously. Establish intervention and correction procedures – e.g. in the event of an error or unethical

ITALY Existing policies on entrepreneurship Entrepreneurial education at school and post-school level: In recent years, youth entrepreneurship in Italy has declined sharply, aggravated by the economic crisis caused by the Covid-19 pandemic. Between 2019 and 2020, the number of entrepreneurs under 30 years of age decreased by 3.9%, while those over 50 increased by 2.7%, indicating an ageing entrepreneurial class and a reduction in generational turnover. Between 2011 and 2020, the number of self-employed workers under 30 decreased by 124,000 (-27.9%), reducing the rate of replacement between young and old from 153 to 85, signalling serious difficulties in business continuity. This phenomenon has particularly affected the craft sector, with a 41.9% reduction in owners under 30 of individual craft businesses. Although Italy has the highest number of self-employed workers in Europe, the number of young entrepreneurs is constantly decreasing, representing a problem for the country’s economic growth and for the transmission of skills in traditional sectors. At an educational level, the European Union has defined eight key competences for lifelong learning, which every citizen should acquire to promote personal development, active citizenship, social inclusion and full employment (European Commission, 2007). Among these, the one concerning the sense of initiative and entrepreneurship plays a particularly important role, as it implies the ability to transform ideas into concrete actions. Entrepreneurship is fundamental not only in the workplace, in employment or self-employment, but also in every other area of life, such as in study, sport and private life. According to a document from the European Commission (2015), entrepreneurship education concerns all those initiatives that aim to prepare individuals to be responsible and enterprising, equipped with the skills, knowledge and attitudes necessary to achieve their goals and live a full life. A fundamental issue in addressing the topic of entrepreneurship education concerns its definition. Adopting a perspective that considers social impact beyond the economic one, entrepreneurship is not understood in a narrow sense, but rather as a broader concept, including all the skills, knowledge and experiences that make a person enterprising. In this vision, training in entrepreneurship does not simply mean providing technical or regulatory information on starting a new business, nor is it limited to analysing traditional areas such as strategy and marketing. Rather, it is also about focusing on transversal skills, such as problem solving, communication and the ability to work in a team, which are fundamental for personal and professional development, and represent the basis for success in any context of life. Studies and research conducted by organisations such as the OECD and the European Commission emphasise the importance of entrepreneurial training and its positive impact in the long term. A significant example at international level is the Entrepreneurial Skills Pass (ESP) project, which shows that students who receive entrepreneurial training are more likely to consider entrepreneurship as an attractive employment option. Entrepreneurial training not only prepares students to create new start-ups but also contributes to the development of fundamental skills for life and career, making them protagonists of innovation and economic growth. The main results that highlight the positive impact of entrepreneurial training include: Development of transferable skills: Entrepreneurial training programmes that promote the development of soft skills in students encourage the emergence of skills related to personal intelligence, going beyond the simple measurement of IQ. Employment and career: Entrepreneurial training can increase employment opportunities, as students acquire skills that make them more competitive in the job market. Furthermore, they may decide to start their own business in time. Socio-economic impact: The value of entrepreneurial projects is increasingly evaluated in terms of their impact on employment and improvement of indicators related to social well-being, such as integration, youth employment and social inclusion. Academic performance: Participation in entrepreneurial programmes and the development of emotional skills (e.g. listening to oneself, interacting with others and being motivated towards goals) can encourage a more concrete and responsible approach to studying, ultimately improving academic performance. Soft skills, such as communication, creativity, leadership and problem-solving, are fundamental in the entrepreneurial environment. Entrepreneurial training helps students develop transversal skills, such as risk management, critical thinking and the ability to work in a team. In particular, the concept of distributed leadership promotes the sharing of decision-making power, while active listening and negotiation are essential for resolving conflicts and reaching agreements. These skills are crucial for personal and professional success, fostering a positive and productive work environment. In 2019, the Directorate-General for School Regulations and Evaluation of the Italian National Education System sent a circular to all secondary schools with the aim of structurally introducing entrepreneurship education into the Italian school system. Thanks to a specific syllabus, schools will be supported in the creation of training courses that will allow students to transform their ideas into actions, developing skills such as creativity, innovation, risk assessment and management, and the ability to plan and manage entrepreneurial projects. The aim of introducing entrepreneurship education is to encourage the development of attitudes, knowledge, abilities and skills that not only prepare students to undertake entrepreneurial activities but are also useful in any work environment and for an active engagement in society. These are therefore transversal skills, fundamental for life. This initiative is in line with the European objective of promoting and developing entrepreneurial skills, as outlined by the European Commission in the 2012 Communication ‘Rethinking Education: Investing in skills for better socio-economic outcomes’ and confirmed in the 2016 Communication ‘A new skills agenda for Europe’. The aim is that entrepreneurial skills can be integrated with disciplinary skills, making young citizens creative, active and endowed with a spirit of initiative. For the first time, entrepreneurship education is structurally entering Italian schools, thanks to a specific syllabus created with the contribution of about 40 stakeholders, including national representatives, foundations, companies, organisations from the world of innovation, cooperation and other actors from civil society. Through the National Coalition for Entrepreneurship Education, these organisations have adopted the Syllabus and are committed to implementing school activities that are consistent with it. The Syllabus is divided into five

Entrepreneurship and disability: the social value of entrepreneurship for Visually Impaired (VI) and blind people Entrepreneurial thinking for people with disabilities is a powerful tool to overcome daily challenges and create opportunities for personal and professional fulfillment. The entrepreneurial mindset is not only the ability to generate business opportunities but includes a series of skills and abilities that are also related to the strictly personal and emotional sphere of the individual (the so-called soft skills which include both intrapersonal and interpersonal skills). In fact, the entrepreneurial mindset is based on a set of qualities that not only apply to the business world, but also to life in general, making it an opportunity even for those with disabilities. It follows, therefore, that the entrepreneurial mindset is a mix of both technical (hard skills such: financial management, business planning and strategy, marketing etc.) and social skills (soft skills such as creativity, critical thinking, empathy and emotional intelligence, interpersonal relationships). If applied to people with disabilities, the entrepreneurial mentality, in all its complexity of skills, can bring new benefits not only at an economic level, in terms of income generation, but also at a social level, allowing to overcome the interpersonal challenges that people with disabilities often experience. Below are some of the skills that are part of entrepreneurial thinking with specific reference to people with disabilities: Creativity: For people with disabilities, creativity becomes essential to find alternative solutions to the physical, social, or economic barriers they may face. The entrepreneurial approach allows them to look at difficulties as opportunities to innovate, developing customized solutions that meet specific needs. Resilience: Resilience is a quality that allows those with a disability to face difficulties with determination. Entrepreneurship requires the ability to learn from failures and adapt to challenges. People with disabilities often develop a high level of resilience in their daily lives and can also apply it to entrepreneurial ventures, seeing every obstacle as a new opportunity for growth. Result orientation: People with disabilities who adopt an entrepreneurial mindset can act decisively and quickly, taking control of their lives and creating projects or initiatives that respond to their needs, overcoming any physical or environmental limitations. Action-oriented allows them to pursue their dreams and implement innovative ideas, without getting caught up in thinking and waiting. Passion: Passion for what you do is a fundamental engine for entrepreneurship, and for people with disabilities this can translate into the desire to break down barriers and demonstrate their skills. Other than passion, determination becomes a powerful resource, boosting the perseverance necessary to face daily difficulties. Lifelong learning: Entrepreneurship also involves a constant commitment to learning new skills and strategies to improve oneself and one’s business. For people with disabilities, lifelong learning and continuous training are not only about acquiring professional skills, but also about building skills to overcome disability-related challenges, such as accessibility and inclusion.     Benefits of entrepreneurial thinking for people with disabilities: Adopting entrepreneurial thinking allows people with disabilities to pursue career paths that respect their rhythms and needs, promoting greater autonomy and independence (intrapersonal skills). Moreover, an entrepreneurial approach helps to overcome social and cultural barriers, allowing people with disabilities to actively contribute to society through projects that respond to specific needs and create value for the community (interpersonal skills). In general, the entrepreneurial mindset allows people with disabilities to take control of their lives and professional destinies, identifying tailored business opportunities. To this regard, an entrepreneurial approach can generate job opportunities that do not depend on traditional employers, creating flexible professional solutions that are adapted to the needs of people with disabilities. Consequently, self-employment will stimulate the development of soft skills such as time management, problem-solving, and the ability to make quick decisions. To conclude, all these competences refer to both intrapersonal and interpersonal skills.   And what about entrepreneurial thinking for visually impaired and blind people? When referring to visually impaired and blind people, entrepreneurial thinking is enriched with additional considerations based on research and concrete cases. Generally, as for the other disabled people, the main motivations for undertaking a business are: greater personal independence (30.5%), overcoming a personal challenge (27.1%), increasing income (33.9%) – Ortiz García P and Olaz Capitán ÁJ (2021). For blind people, as for many other people with disabilities, entrepreneurship offers a unique opportunity to manage their lives independently, avoiding discrimination in the workplace and creating accessible workspaces. Entrepreneurship, for people with disabilities, is not only about individual success, but also has a significant social impact for the whole business sector. In fact, companies and businesses run by people with disabilities, such as those of the blind, contribute to: Social inclusion and improvement of quality of life Job creation for other vulnerable groups Reducing dependence on government subsidies and allowing people to be autonomous from an economic point of views.     Skills to develop based on EntreComp 3 competence areas Contrary to popular belief, visual impairment and blindness are not obstacles to entrepreneurship, but rather opportunities to develop unique skills. Visually impaired and blind people often develop problem-solving, critical thinking, adaptability, and effective communication skills more than others, all of which are closely linked to the EntreComp framework (entrepreneurial skills framework) – see video. The three main fields of study of EntreComp are: Ideas and opportunities – Recognise and transform market opportunities into concrete projects. Resources – Effectively manage financial, human and technological resources. In Action – Translating ideas into action through strategic planning and leadership. The life experiences of these people prepare them to think strategically and creatively, qualities that are reflected in successful business practices. Despite the opportunities, visually impaired and blind people face significant barriers, including difficulties in self-confidence, access to capital, and the fear of losing government subsidies due to the benefits trap (it is highly suggested to improve access to financial resources for disabled entrepreneurs). Moreover, access to training and entrepreneurial support is often limited by the lack of accessible materials. However, technology and assistive tools such as screen readers, speech

CARE project overview The European project C.A.R.E. (Ceramic Artworks to Raise Esteem and Employability) aims to empower young people with visual impairments (V.I.P.) by enhancing their potential as individuals, artists, and employees through ceramic workshops. By developing their psychomotor skills, the project seeks to foster their personal growth, creativity, and employability prospects across various fields, including art, culture, social work, and manual professions. The project is built upon the understanding that ceramic art holds immense potential for promoting both intrapersonal and interpersonal skills. Through tactile engagement with clay, participants can enhance their fine motor skills, spatial awareness, creativity, and confidence. Beyond artistic expression, the project aims to strengthen their self-esteem, social inclusion, and labor market integration.   Objectives of the manual The current Manual primarily aims to provide practical guidance and inspiration for young people with disabilities, with a particular focus on Visually Impaired Persons (V.I.P.), who wish to pursue entrepreneurship. The Manual aims to empower young individuals to identify gaps within their communities and leverage their skills and creativity to establish their own enterprises. While the focus is primarily on V.I.P., the Manual also includes valuable insights applicable to the broader disabled community. Ultimately, the Manual seeks to strengthen the employability of young people with disabilities in various sectors, including art, culture, social, and manual work, by providing insights into key competencies and skills, supporting integration into the labor market, and promoting social inclusion.  To ensure accessibility, this Manual will also be printed in Braille. The Manual aligns with the project’s commitment to inclusion and diversity by enhancing outreach and opportunities for individuals with disabilities.