In this project, we assume that any child, at some point in his or her life, may present difficulties, of any kind, which may constitute barriers to their development, learning and inclusion. But we also assume that all individuals have learning and participation potential. In this framework, we believe that schools need to recognize that the diversity of their children should be seen as an opportunity for enrichment and development for all, and not as an obstacle to overcome. Although we understand the diversity of characteristics (cultural, social, linguistic, gender, developmental or other), present in every children group, the central challenge of inclusive education, in this project we intend to give special attention to children with necessity of special educational supports, namely children with disabilities, in line with the UNESCO alert, that identifies this issue as one of the inclusive education biggest concerns worldwide.To guarantee a truly inclusive education, it will be necessary, first, that the decision-makers, teachers, families and the community in general, become aware of the richness of this diversity and to became involved in the development of inclusive education programs. In a second hand, it is necessary to develop, in each kindergarten or school, in articulation with families and community, stimulating environments and adapted pedagogical methodologies and materials, to respond to each child´s individual characteristics and conditions.This project pretends to develop teachers’ key skills to work with children who may need special educational supports and with children in general. The quality of social skills of children with developmental difficulties, or other kind of difficulties, and children with no developmental difficulties will be increased. We pretend to improve and share methods and strategies to work with children with special needs, by promoting activities, material incentives, and social relationships, through a holistic approach, in the pedagogical environment in which children attends. In each of the five country partners (Portugal, Croatia, Italy, Slovenia and Greece) will be involved children with and without special needs (from 1 to 6 years old), pre-school teachers, special education teachers, psychologists, experts and other staff. In Portugal and Italy, as we have kindergartens that work together with primary schools, there will have the participation of primary students (from 6 to 8 years old) and teachers, which will contribute to the sustainability of the benefits of early childhood education through other school education levels.Parents and other members of the local community will also be involved.We will perform LTT and TPM in which only teachers or specialized staff will participate.We believe that this project will strongly contribute to an inclusive education, enhancing the quality of Early Childhood Education in the schools involved, ensuring better opportunities for learning, developing and participation to all children, specially to those who may have any type of disadvantage.