Our schools are made up of students from diverse backgrounds with a wide range of educational needs. Amongst them we are almost sure to encounter with 'students with special educational needs' who have the right to be educated with students in the general education environment. This practice is called “inclusion”, educating students with learning disabilities in regular classes for nearly all day (full inclusion), or at least half of the day. Teachers are negative about inclusion as they find the prospect of applying it in the classroom leads to a number of questions and concerns. They think that mainstream pupils are not getting specialized attention and care, and the regular students' education is disrupted constantly. Therefore, enhancing the quality of inclusive teaching, accommodating students with special educational needs,helping them fulfill their potential and staying motivated for school is one of the common challenges facing teachers in our school. Children with special educational needs should be given the most appropriate educational opportunities according to their individual needs and their types and severity of impairments. Our project will deal with the different aspects of the theme “Children with Special Educational Needs”, in particular what school, teachers and educators can do to promote the effectiveness of the special education. Participants: The project includes 6 participants from teachers of different subjects : Psychological Counselor and Guidance, English Teacher, 2 Turkish Teachers, Math Teacher and Music Teacher. All teachers are innovative, dynamic and ready to learn new things and do their best for their students. Participants all want to have a greater knowledge and understanding of working with students with special educational needs and better be able to design a classroom environment that embraces difference and stimulate student’s motivation. Participants commit themselves to actively participate in all phases of the project. Activity/ Mobility Description & Methodology: Preparatory tasks: Participants will read books and essays about inclusive teaching and children with specific learning disabilities in order to broaden their knowledge about the area of special education. They will spend more time with mainstream pupils in order to identify their needs and requirements. With the help of school counselor teachers, participants will conduct a questionnaire in the school in order to identify teachers’ and parents’ needs about children with special educational needs. They will follow an online conference about special educational needs ‘Challenges and Solutions’ that will take place in Belgrade on Friday 7th June and has been organized by the British Council, Serbia. Mobilities: As a teacher or trainer, working with students with special educational needs requires specific skills and strategies to create and deliver effective programs of work for them. We want to explore methods to promote inclusive learning and embrace difference in the classroom. Two participants will attend a course called Special Education and Inclusive Learning to understand students with learning disabilities and explore ways of creating a classroom culture that recognizes and celebrates difference. Two participants will attend 'Coaching in Educational Contexts to Reduce Early School Leaving' to motivate students for the continuity of their school life. A participant will attend 'Glottodrama Method' to create a friendly atmosphere in which children enjoy their learning, foster an enjoyable and motivating learning environment where learners feel comfortable and supported throughout the learning process. A participant will attend 'Play to Learn' to plan classroom activities through the medium of games. A participant will attend 'Outdoor Learning in Math, Science and Art' to move the learning space out into life in society- the natural and cultural environment- and make them learn in their unique experiential way through exploration and discovery in the natural world. A participant will attend 'Two Weeks Teacher Training Course' to make learning English interesting and fun, taking into account the diverse needs of students at different developmental levels. Dissemination and Use of Results: The main venues of dissemination will be through the seminars given to teachers, parents, staff from other schools, Erasmus+ exhibitions, year end show, school website and social media where possible. The end products of our projects will be a booklet, a green area in the school yard, a special education classroom with projection, required materials and educational game tools. The experience will enable us to establish cross-cultural links and will take advantage of these links to prosper in further projects.