Although our school is just 45 minutes drive from Samsun and takes 10 minutes from Kavak (the town) with car, it is quite devoid of any of the social environment. Our school which is located in a village, most of our students come from more remote areas by public transportation. Because of families taking place in the lower income class economically causes students to lagging behind their peers socially and culturally. Having IEP((Individualized Education Program) students in almost every class where student number is not much in all, presents a negative factor for teachers in maximizing the classroom performance and promoting the participation within the class. Turkey are known to have 140 thousand integrated impaired students in primary and secondary schools in total (according to the Ministry of Education from 2012 to 2013 data). Ensuring the establishment of a healthy communication between integrated students with other students, creating a suitable environment to their specific needs; so that special- needed students in the class of the smallest scale, moving here at school and in the community enables these students a happy life. That’s why the teacher's role in integrating has a privileged place. The disruption of the course due to the behavior of IEP students in the classroom environment and the inaccessibility the curriculum needs to be handled effectively for other students are very important problems in our education system. While there is good dialogue between the school and the students and their family, communicating with parents of impaired students is prominently weak. Communication is just from the school to the family, not mutual. Parents of impaired students (IEP students) prefer to stay away from school as much as possible. Because by sending away his child to the school,the parents want to create a spare time for themselves and by doing this they seek to alleviate somewhat the physical and mental fatigue. They don’t have any expactations about their children in academic sense. However, except Turkish and Mathematics (the main courses),being exempting from other courses, impaired students are just kiling the time. It is a wasted period. The most important objective of our project is to ensure the education and training more effective by changing the current curriculum using different teaching methods and innovative training methods learned in workshops . New methods and techniques learned in workshops not only provides the teachers a professional development but also, through running seminaries to the families, enables them to create a sustainable learning environment outside the school . These impaired individuals with limited employment in society are not well qualified academically and are disadventageous.Impaired students have problems in terms of behavior and some of them lack of self-care skills.This situation abstracts the family from society. Trainings given to parents will increase their participation in the school process and formal education turns into informal by learning at home. Impaired students (IEP) exempted from other courses will have a different syllabus besides Turkish and Mathematics.In the end of this process, the teachers gained innovative learning methods will polish using the course (each 40 minutes) in the most effective way and IEP students will use the school time effectively. The most another important aim of the project is to set an example for the other schools with IEP students in our town. A different approach can be gained about integrating that is one of the most important educational problems in Turkey. Education is spread from school(formalilty) to an informal side and the obstacles are eliminated. Finally, the quality of the education increases with happy teachers,happy families and happy students.