<< Background >>ASPABER is an entity that provides services to people with intellectual disabilities in the province of A Coruña. Since 2017, it has had 2 educational units through which it has become aware of the barriers that these students have to reach the results in the different educational stages, and as a consequence, that their academic merits are not recognised. The same concern is shared by the other partners, which are, however, in different situations as their educational legislation has been developed differently.The needs addressed have been:The special incidence of ESL among people with disabilities (PWD) and the lack of detailed information on this phenomenon at EU level, as definitions of disability and early school leaving vary greatly from country to country.To carry out an analysis of the dimensions of why education systems in the EU are not adapted to the needs of these groups in order to shift the burden of responsibility for ESL to the actors with competences in education, and to lay the foundations for the involvement of the educational community in measures to prevent ESL.<< Objectives >>The general objective of the project was to analyse and exchange good practices in prevention, intervention and monitoring of people with disabilities at particular risk of early school leaving (ESL), defining the main dimensions in which EU education systems are not adapted to the needs of these groups.The project has three specific objectives: 1) To analyse the incidence of ESL in PWD; 2) To identify good practices in prevention (monitoring systems for students with disabilities and accreditation of educational achievements and intervention (appropriate curricular adaptations) that are carried out in the different member countries of the partnership and at all levels that affect the academic success of students with disabilities (policies, schools, family and environment and individual level) and, 3) To share and compare ideas, practices and measures that are being applied to prevent ESL between partnership countries with a low rate of ESL and partnership countries with a high rate of ESL.<< Implementation >>The activities implemented have been grouped into 6 work groups (WT): WP1 of COORDINATION AND MANAGEMENT led by ASPABER, involving the rest of the partners in its management.WP2 COMMUNICATION AND DISSEMINATION OF RESULTS led by EULABTec, who has set the guidelines in the communication carried out by all ACADAS partners.WP3 EUROPEAN OBSERVATORY ON ESL AMONG STUDENTS WITH DISABILITIES, coordinated by NEU, who led the empirical data collection tasks among the rest of the partnership and was responsible for its interpretation. WP4 IMPACT OF POLICIES TO REDUCE esl, CERB has been in charge of leading the work for the elaboration of the catalogue of ESL monitoring and prevention systems with the collaboration of the rest of the partners.WP5, TRAINING IN EARLY DETECTION AND MONITORING SYSTEMS FOR STUDENTS WITH DISABILITIES AT RISK OF ESL, whose responsibility fell on the School of Special Education St. Ita, which hosted the rest of ACADAS partners, being in charge of organising the transnational training.WP6, on GOOD PRACTICE IN PREVENTING ESL AMONG STUDENTS WITH DISABILITIES, led by Pro-Mente Croatia with the contribution of the other partners.<< Results >>- 3 survey formats to analyse the special risks for PWDs in ESL, targeting different interest groups: families, professionals and students with disabilities; - a report on the dimensions and factors affecting the ESL of PWD;- a catalogue of systems for monitoring and prevention of ESL in PWD at EU level, with special emphasis on the recognition of educational attainment and its accreditation; - a set of resources at European level to address intervention in ESL in PWD;- a catalogue of good practices in monitoring and prevention of ESL in PWD at individual, school and setting level; - a roadmap addressed to policy makers with the necessary steps for the standardisation of educational attainment at EU level and the necessary partnerships to achieve it.Other results obtained not covered in the initial form are:- analysis of the different education policies of each partner country with special incidence of the LOMLOE as it was published during the project life cycle;- a compact network of partners that served as a mutual support to share experiences and face the challenges arising from COVID-19 in the daily life of their schools.