VZW KBS consists of six elementary schools in the municipality of Schoten (outside Antwerp) with a 115 staff and 1450 students from 2.5 till 12 years.Each school has the mandate to work out their own educational project.Two of these schools, Bloemendaal 1 and 2 are located at the same location. They have one educational project within the umbrella project of the association.The schools of the association are facing rapid urbanization, with more foreign children , with new regulations on registration and school career .The introduction of the M-law leads to more diversity in the classroom groups.Teachers feel insecure in teaching and need to explore new teaching methods.With the project "Independent functioning children in a flexible educational environment" we want more inclusion in the classes.We will achieve this by focusing on three priorities:1. We strengthen the team- we offer knowledge and skills to handle diversity - we increase in the operating ability - We stimulate learning from each other, mutual coaching- We enhance the multicultural and multilingual attitude.Therefore we are looking for:-Inspiring educational environments with expertise on diversity, multilingualism and multiculturalism.-Ways to exploit the work ability and cooperation within the group2. We are committed to develop professional and flexible learning environments:- explore new teaching methods and apply them- use of UDL and the inclusion thought to make more of its own Therefore we are looking for:-concrete examples of UDL feasible classroom differentiation in terms of workload and efficiency- working and organizational forms to promote independent working and learning so that students feel responsibility for their own learning and growth to develop to full-fledged, independent citizens, paying attention to the commitment towards their own citizenship in Flanders and Europe.3. Living together and learning in relation to one another:pupils learn to deal with a great diversity to avoid exclusion .Therefore we are looking for:- IT solutions that appeal to children, which they can use independently and develop deep learning- Good relational trainings to strengthen the pupils- Ways to cope with diversity: learning social skills and improving it by encouraging language development. Avoid foreclosure.We try to achieve in schools Bloemendaal 1 and 2, and within the association KBS, sustainable improvements:1 Empowerment of the teams- A better work ability and an increased motivation of team members- A broader view and better able to respond to vulnerable groups so that children from vulnerable groups (economic situation, cultural differences, limitations) arrears rise- Improved knowledge of foreign languages2.Professional and flexible learning environments- Improved skills in managing diversity- Knowledge of various forms of education to cope with the needs of each child and to promote independence.- Policies and strategies to achieve inclusion and UDL, improved ability to initiate changes- Narrowing the gap between weak and strong scorers3. Living and learning in relation to one another- Increased well-being for all children- Policies to combat bullying and exclusion- For minorities safe learning environments to develop according to their own capabilities, culture, background, orientation, ... - Avoid that precarious living situations do not automatically lead to academic failure or arrearsTo achieve these goals, we have developed a two-year project:- For teachers and care assistants: study visits, coupled with school visits. The study provide increased knowledge about diversity and UDL and support competencies in the use of new methods and implementation of more inclusion- Teachers and remedial teachers can gain experiences during job shadowing in inclusive working schools by using flexible work organisation and promotion of independent learning strategies. They offer handles to get started in their own classroom.- We provide mobilities which schoolheads, educational counselors and team members to learn strategies for examining how to reduce the gap between high and low scorers, to implement policies to prevent early demotivation and social exclusion.- The project is implemented by using a thoughtful selection / providing structures to disseminate the acquired knowledge and skills to implement in the coming operation of the school.- Quality monitoring and follow up of the project through a direct collaboration with the educational counseling, they are itself also a requesting party.