"“The different colours of music” involved 8 institutions from 6 different countries: France (that substituted Cyprus), Greece, Italy, Poland, Portugal and the UK. Six of them were schools and 2 are associations. The common context where our schools operated is characterized by the presence of students from social deprived background, SEN, immigrants and disabled, and with learning difficulties. We shared the same interest for music: music courses were organized in all schools and some students learned to play a musical instrument. We noticed that, not all students that wished to play, attended these courses, because there was a selection and buying an instrument was expensive. Moreover, the practice was often unsuitable for a student with physical disabilities. So a lot of students abandoned their wish and lose their interest. We wanted to democratise the opportunity to play music, so that, the most part of our students took advantage from it. We wanted to link together disabled, ordinary and talented individuals through the universal language of music and made them part of European inclusive communities. Our main objective was to instill in students the awareness of human diversity, cultural and linguistics through music as a teaching resource in everyday practices that brought together and built an inclusive school and a respectful society with diversity. We also wanted to develop amongst all students, but in particular, those who were disabled or SEN, a sense of achievement and self worth; feel them part of an inclusive community; overcome prejudices against disability; enhance the quality of learning offer and foster equity and inclusion; enhance the ability to express themselves through music and the opportunity to experience the awe and wonder that immersion in such an art can bring to the soul. Playing music is one of the best means to achieve inclusion and a universal human activity a basic right for all. We created a fairy tale about two guys searching rehabilitation, achieving fulfilment and succeeding in their lives. They started a trip through the different European countries and learned how people could succeed in life. They discovered traditional music and rhythms, local languages, dances and musical instruments. At each step they did various experiences and met different people: poor, immigrants, disabled, disadvantaged who in general were not considered but the two guys were able to see special gifts in them and, trusting them gave a new birth to their hidden skills. At the end of their trip the two guys formed a group of artists called ""The different colours of music"", who had a big performance. Despite their conditions, they understood how to use talents and how to give value to their abilities and be member of an inclusive society. The activities were done both locally and transnationally. The professional musicians were responsible for composing songs and also for conducting workshops for students. Together they had rehearsals and public concerts until the last big exhibition of the fairy tale. The most important activities done during the 2 years- project were: identify nature sounds; know foreign partners instruments, songs, and dances; play using objects and recycled materials; express emotions through instruments; compose music using software; know how to make special instruments for disabled people. All activities were made cooperatively and the products created were shared on online platforms. Each student was protagonist of his own educative process. During and after our project, new skills and practices were developed to create an inclusive society in which all individuals play an active role for the future Europe. The participants had the opportunity to meet different individuals with their needs and develop respect for each other, know foreign cultures and develop tolerance, acquire new enthusiasm towards music and be able to express themselves through it, become more sensitive towards people with difficulties and finally understand that there are not people without abilities but just persons with different abilities. The impact on all participants was strong. Teachers knew and experienced new methods, how to work with different students, and consequently, they improved their teaching skills, they created positive and easier learning settings. Being part of innovative strategies, students gained extra motivation to learn not only music, but also all other subjects. They acquired competences in social life and improve key competences, enhance interdisciplinary skills and creative thinking. Schools became more attractive for students and registered lower rates of school early leaving. All the participants gained important abilities and this continued lifelong. The final products, peculiar for disabled served to help other students: our best practice in learning/teaching music enriched all future generations."