Welcome to the "How to Deliver the Soft Skills+ training" course!
Introduction
Delivering soft skills training to adults with intellectual disabilities requires a different mindset from traditional teaching. Soft skills such as emotional awareness, empathy, cooperation, and helping behaviour cannot be transmitted through explanation alone. They must be experienced, practised, repeated, and emotionally supported.
The SOFT SKILLS+ training was designed to be simple, structured, and flexible at the same time. This combination is essential: structure provides safety and predictability, while flexibility allows educators to respond to learners’ individual needs, emotions, and abilities. This module focuses on the practical delivery of the SOFT SKILLS+ activities and digital games. You will not only learn what to do, but also why certain approaches work better with adults with intellectual disabilities, and how to adapt activities when things do not go as planned. By the end of this module, you should feel more confident in your role as a facilitator of social-emotional learning, able to guide learners through activities in a way that is respectful, inclusive, and empowering.
Estimated time to complete: approx.
Learning Outcomes
Knowledge
- Explain the structure and principles of the SOFT SKILLS+ training sessions
- Identify the key soft skills targeted in the activities and digital games
Skills
- Facilitate SOFT SKILLS+ activities using inclusive and interactive methods
- Use digital games to support emotional and social learning
- Adapt activities based on learners’ abilities, pace, and reactions
Attitudes
- Demonstrate patience, flexibility, and empathy as a facilitator
- Apply a strengths-based and learner-centred approach
1.1 Theory: Why Structure Is Essential
A clear and predictable structure helps adults with intellectual disabilities feel safe and confident. When learners know what will happen next, they can focus on participation instead of feeling anxious or confused.
SOFT SKILLS+ sessions follow a repeated flow, which supports emotional regulation and engagement. Structure does not limit flexibility — it creates a stable framework within which adaptation is possible.
Educators should clearly explain the session flow and keep it consistent across sessions.
1.2 Typical SOFT SKILLS+ Session Flow
A standard session includes:
- Welcome & emotional check-in
- Warm-up activity (short and simple)
- Main activity focused on one soft skill
- Digital game reinforcing the same skill
- Reflection & closing routine
Using the same structure each time helps learners feel secure and understand expectations. Even when activities change, the session rhythm remains familiar.
1.3 Key Points – Topic 1
- Structure reduces anxiety
- Action: Plan your lessons ahead with clear structure.
- Repetition builds confidence
- Action: Repeat key concepts and activities regularly (e.g. same ice-breaker).
- Clear routines support learning
- Action: Establish consistent daily routines so learners know what to expect
- Flexibility works best inside a stable framework
- Adapt activities and approaches to meet individual needs when necessary.
INTERACTIVE BREAK
Self-Reflection (Topic 1)
- How predictable are your current sessions?
- Which routine could you introduce or strengthen?
- Structure reduces anxiety
Topic 2: Facilitating Activities and Digital Games
2.1 Theory: Learning Soft Skills Through Experience
Soft skills are learned by doing, not by listening. Learners need opportunities to practise behaviours, express emotions, and interact with others in a safe environment. The educator’s role is to guide, model, and support, not to correct every mistake. Participation and effort are more important than perfect performance.
2.2 Facilitating Activities Effectively
Good facilitation includes:
- Giving clear, simple instructions
- Demonstrating behaviours (e.g. empathy, turn-taking)
- Encouraging participation without pressure
- Observing emotional reactions
- Learning progress may be slow and non-linear. Small steps matter.
2.3 Adapting Activities to Learners’ Needs
Adaptation is a core skill, not a weakness.
You can adapt by:
- simplifying instructions
- reducing group size
- slowing the pace
- offering one-to-one support
If a learner becomes frustrated, focus on emotional support rather than task completion.
2.4 Example Scenario
A learner becomes upset during a game. The educator pauses the game, acknowledges the feeling, and continues at a slower pace together with the learner.
Result:
The learner feels supported and re-engages.
2.5 Key Points – Topic 2
- Soft skills develop through experience
- Action: Provide regular opportunities for learners to practice soft skills through real-life activities, group work, and role-play.
- Digital games reinforce learning when guided
- Action: Use digital games and offer guidance and support to learners.
- Adaptation supports inclusion
- Action: Adapt teaching approaches and resources to meet individual needs and ensure all learners can participate.
- Emotional safety comes first
- Create a supportive, respectful environment where learners feel safe, valued, and able to express themselves without fear.
INTERACTIVE BREAK
Self-Reflection (Topic 2)
- When do you usually intervene too early?
- How can you allow learners more autonomy?
- How do you recognise progress in soft skills?
Conclusion - Module Summary
- Soft skills are learned through experience, not lectures. Activities, interaction, and repetition are essential.
- A clear and predictable session structure helps adults with intellectual disabilities feel safe, calm, and ready to participate.
- The educator’s role is to facilitate, guide, and model behaviour, not to test or correct constantly.
- Digital games are learning tools, used to reinforce emotional and social skills, not as rewards or entertainment.
- Flexibility and adaptation are key: activities should be adjusted to learners’ pace, abilities, and emotional responses.
- Emotional safety comes first – supporting confidence and participation is more important than correct answers.
- Progress in soft skills is often gradual and subtle, and small steps should be recognised and valued.
Self-Reflection
Think of a time when you supported a learner in a challenging situation. What did you do that helped the learner feel safe or supported? What might you do differently after completing this module?
How do structure and flexibility currently appear in your sessions? Are there moments where clearer routines or more adaptation could improve learner engagement?
When using activities or digital tools, what do you usually focus on most? How could you place more emphasis on emotional safety, participation, and effort rather than correct answers?
Additional Resources
Quiz
References
List sources used (if any) in APA7 referencing style
- European Commission, Joint Research Centre. (2020).
- LifeComp: The European Framework for Personal, Social and Learning to Learn Competence.https://joint-research-centre.ec.europa.eu/lifecomp_en
- European Agency for Special Needs and Inclusive Education. (2018).Evidence of the Link Between Inclusive Education and Social Inclusion.https://www.european-agency.org/resources/publications/evidence-link-inclusive-education-and-social-inclusion
- UNESCO Institute for Lifelong Learning. (2016).Learning to Be: A Holistic and Lifelong Learning Approach.https://uil.unesco.org/lifelong-learning/learning-be-holistic-and-lifelong-learning-approachWorld
- Health Organization. (2011).World Report on Disability.https://www.who.int/publications/i/item/9789241564182
- Raelin, J. A. (2008).Work-Based Learning: Bridging Knowledge and Action in the Workplace. Jossey-Bass.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Project Number: 2024-1-HR01-KA220-ADU-000247169