ALS project – Adaptive Learning System – aims at providing children presenting learning disabilities with adaptive learning approach, allowing a better inclusion and easier access to education and basic skills. Indeed, nowadays in Europe, around 16 to 24% of pupils are facing difficulties to adapt themselves to the traditional learning sytems. 2-3% are affected by sensorial, motor and neurological deficiencies. 4-6% are concerned by behavioural and emotional disabilities such as dyslexia, dysphasia, dyspraxia… and around 15% are affected by cultural and sociological disadvantages. Regarding the second and third categories of disabilities, most of these children are however included in traditional courses, facing issues to screen their disabilities or even not considered as disabled. Schools are the place to tackle these issues at the earlier stage. Indeed, early learnings are the requirements to acquire basic skills to reinforce the capabilities of pupils to have an easy access to the higher classes. For these children, the rythm and contents provided by traditional learning is most of the time difficult to follow without adaptations. The ALS project aims at addressing these statements by providing a tool to develop in Europe a common personnalised and inclusive learning contents. The solution provided by the consortium will be to create a digital learning tool that allows the adaptation of content for children during early learning. This tool will be created thanks to the development of a cognitive approach of learning and will aim at allowing children the access to a personalised learning system. Strict definitions of troubles will be deconstructed to provide learning profiles based on the cognitive behaviour and motivation of the pupils (pupils can be represented by various profiles). The final result will be the possibility to adapt traditional contents with the appropriate modifications for each level of difficulties. To develop properly this tool and to test its relevance, the consortium is based on 4 organisations, complety complementary. Haikara, coordinator of the project, will bring its expertise in e-learning and contents creation, as well as on development of IT solutions to provide the project with both the pedagogical requirements and the final learning tool. It will be supported by the Cognition Institute of Plymouth, to implement research activities and assessment regarding the children psychology and disabilities. To reinforce the research part, two associations will act on the project to bring their practical point of view. ICEPE, with its strong international networks and high relationships with institutional organisations in Europe will be highly involved in the dissemination and demonstration requirements. Moreover, from its expertise regarding teachers behaviour when it comes to special educational needs, it will help during the research phase to implement policies that fit with the schools demands. Finally, Ecole2Demain will be the stronger partner for demonstration as it will bring its large scale networks of demonstrators, especially schools. Through these developments, research and demonstration, ALS will test and prove the utility of a new learning tool, consolidating needs of diverse European Countries. Indeed, the project will provide profiles on the European scale, that will lead to a general cultural awareness increase towards the development of common policies tackling the needs of disabled pupils. The project will have high potential of transferability as the adaptive aspect of the tool can be implemented through a diverse range of end-users after the project end.