The world has changed and the educational policy in Europe has changed, too. Since 2005, one of the main educational objectives of each country has been to make the inclusion of disabled students everyone's business. To better attend school and live together, schools try to open themselves to all students and develop ways to integrate them. Six schools, spread far across Europe and in five countries - France, Germany, Ireland, Italy and Turkey (2) - want to build an innovative partnership in this field of inclusion in education and in Europe. These six partner schools are very different, work in five different languages and face various educational contextes and social environment (cf. D). However, they are complementrary. Two schools are experienced in European projects: Collège du Sacré-Coeur in France (coordinating school) and Our Lady of Fatima in Ireland. Both want to exchange their experiences and good practices. Four schools are newcomers: Istituto Comprensivo "J.Stella" in Italy, Fatih Vefik Kitapcigil Ilkokulu and Murat Germen Secondary School in Turkey and Helen-Keller-Schule in Germany want to get involved in European projects. All have begun European cooperation thanks to eTwinning, have worked together for many months and now present a two-year "School to school" Erasmus+ project", DIRES (2015-2017). All six schools have disabled and/or disadvantaged students.The community the disabled students live in is ignoring their needs, their way of life, their isolation and is afraid of their differences due to their disability. We need, then, to change the minds of people in society and the situations of disabled students at school, to reduce learning disparities and to open a social dialogue integrating students with Special Educational Needs (SEN). We also need for the educational team facing complex situations to strengthen their professional competences and profiles. The six partners have decided to try to remedy these needs by: -Developing a cooperation with a strategic "school to school" partnership project -Going beyond isolation, disability and differences to reduce disparities in learning outcomes affecting disavantaged learners -Exchanging and integrating disabled and mainstream students working in pairs in concrete and fun learning activities -Sharing and extending the experiences of the students, staff and families on the European level -Strengthening the profile of the educational staff DIRES focuses its activities and transnational mobilities on disabled and mainstream students on five topics: Disability, Inclusive schools, Respect, Europe and Social dialogue. Five transnational learning activities (C1, C2, C3, C4, C5) including in total 184 people, 72 staff members and 112 students (49 disabled and 63 mainstream) are planned in five schools, as well as two transnational meetings of four days for staff (20 members) in France and in Ireland (cf. Gantt time table + Transnational project meetings. Annexes (N)). They will bring an added value to the project with the creation of a European network for inclusive schools. DIRES is addressed to multiple target groups, such as students, staff, families, associations and citizens. We plan to use various strategies: -To explore and compare the ways, structures and methods of inclusion in the six schools -To build an active and innovative European network of inclusive schools -To exploit the possibilities that KA2 "Strategic partnership projects" offer to students with special needs to sustain them for transnational mobilities in Europe -To facilitate the inclusion of disabled students and mainstream students by working, communicating and producing together -To develop new approaches for students affected with disabilities to address disparities in learning, using ICT, being mobile and taking part in projects -To help teachers to deal with complex classroom realities -To integrate parents, associations and foundations on local, national and European levels Results published in five languages will prove the engagement of the participating organisations during the two years of the DIRES project and contribute to its sustainability: -A European cookbook made by students -Maps of virtual travel of students discovering the five countries of the project, and Europe -PowerPoint presentations by the students -Videos with students and student diaries -Concrete and fun learning activities with SEN and mainstream students -A methodological information sheet to help teachers integrate disabled students in their European transnational mobilities (staff) -A booklet about this European experience of inclusion of SEN students with special needs in transnational mobilities (staff) These educational outputs can be integrated in the curricula of the six partner schools and sent to other schools or associations to help them to be more aware of the potential of European strategic partner school projects for students with special needs.