local and regional  impact

Our results are being implemented in more than 15 educational centers in more than 10 cities and multiple teachers have tested it and are going to take advantage of it. Achieving a broad local impact.

national impact

The project has reached students with albinism and low vision throughout the geography of the participating countries, ensuring that both they and the educational centers they attend can implement the tools that we have offered them.

european impact

This project has achieved a great European and global impact thanks to the collaboration of ANIRIDIA EUROPE, and the support of the GLOBAL ALBINISM ALLIANCE.

She has also communicated with UN representatives such as the UN Albinism Expert UN Albinism-MulukaAnne MitiDrummond.

We are really pleased to have achieved a significant impact on all the intended target groups, especially among students with albinism and/or low vision, teachers and pedagogues, experts from various fields related to low vision and albinism, and in the participating organisations themselves.
Elena A. Pedagoga


We are making a big impact on the following target groups as a result of the project results:

– STUDENTS WITH ALBINISM AND/OR LOW VISION. We have generated new, more inclusive and digital learning methods that allow students with BV to achieve the educational achievements proposed by the educational curriculum and integration in the classroom. These students are fundamentally users with albinism and/or BV from all partner or collaborating entities, but they are also European students from outside our entities who have discovered a new path to overcome their barriers.

– SECONDARY TEACHERS. In this sense, the appearance of COVID-19 forced the centers to quickly develop processes to digitize their classrooms, which facilitated their access to our results. Thanks to them, they discovered new methodologies for teaching in classrooms with students with low vision, improving their pedagogical work and achieving the educational objectives of their classroom. The results have helped them to give meaning to the digitization processes but also to receive training in processes and pedagogies for the inclusion of students with fewer opportunities (specific training that most teachers do not have). These teachers are not only the centers where our children with albinism study, but from centers throughout Europe where students with BV attend.

– THE REST OF THE STUDENTS WHO DO NOT HAVE LOW VISION. The use of the results that we propose here is generating a digitalization of the classroom that contributes to the development of the key competences of all students, not only that of students with SEN, demonstrating that inclusion in equity has a positive impact on the entire classroom.

Finally, a great impact has been achieved in the families of students with albinism and their local communities (who have seen that students with albinism are enthusiastic and capable young people).


For the evaluation of the project, we used a total quality management method through which we established evaluation processes at critical points of the project:

> PREVIOUS EVALUATION, in which the pre-application phase and the preparation phase were evaluated.

> EVALUATION DURING THE IMPLEMENTATION PHASE, in which the development of the project was analyzed and the processes of adaptation of the activities to the context of the COVID-19 pandemic were emphasized. The quality of the results was also assessed through pilot tests and external evaluations.

> THE FINAL EVALUATION, where a joint review of the whole project was carried out.

To this end, qualitative and quantitative indicators were used to objectively measure the progress and quality of the project:




In this project, several pilot tests were carried out that allowed us to test the results developed with students with albinism and / or low vision at school age, as well as teachers and pedagogues from various educational centers.

These tests, in which more than 150 people were involved, were carried out in the classrooms of educational centers, through 10 test sessions in the CONNECT TO INCLUSION application, and in the homes of the albino and/or low vision students themselves.