Research shows that inclusive practices in classroom are important for students with special needs (learning disabilities-LD, attention deficit hyperactivity disorder-ADHD). Therefore, implementation of inclusive practices has been becoming even more important. Yet, classroom teachers lack necessary training and skills to provide appropriate practices for students with special needs. As a result, many students with special needs cannot benefit from regular classroom practices. Consequently, it is a crucial necessity for classroom teachers to be prepared to use the most effective methods, strategies, and techniques for inclusive practices.DISTINC aims at developing an in-service teacher training module-ICP, on inclusive practices for children with LD and ADHD, for classroom teachers via cooperation among participating experts in Europe. The target group is primary school teachers who are currently teaching in inclusive classrooms, of students with mild disabilities from grade 1 to 5, in public schools. ICP will be a 30-hour in-service training module, in EN, TR, PL, PT,NL, to be delivered to minimum 5 teacher trainers of each partner; where later will be delivered to 5 teachers by each teacher trainer at partner organization; roughly 150 teachers will be benefiting from the ICP module. The Consortium is formed of 4 higher education institutions that have experience and resource in inclusive practices, learning disabilities, to lead module development; and 2 organizations (primary school and local authority for education) to enable implementation and dissemination to wide range of schools and beneficiaries at local, national and EU level. Main outcomes of the project are a unique In-Service Training Module; consisting of ICP training module, trainers' manual, training materials and a web-site. The expected impacts would be a change of perception, knowledge and attitude in teachers and an accessible in-service training program for classroom teachers of children with LD & ADHD.