It is a necessity of human rights that all the disadvantageous groups, notably the disabled individuals, can access to educational opportunities and the nation states have taken under convention that they will take measure on this subject within many international mechanisms, especially in European Union. According to Turkey Disabled People Study 2002, theproportion of children with special needsbetween 0 and 9 years of age is 4.15 per cent and the ones between 10 and 19 years of age is 4.63 per cent. These numbers show that approximately 4-5 per cent of the students at primary and secondary school level have special educational needs. While the number of the disabled students having education in inclusive classes was 5000 in 1990 in our country, this number had exceeded 90.000 in 2010. The Ministry of National Education strives well enough for the legal and physical regulations inciting the inclusive education. But, only to make legal adjustments to take measure physically are not adequate. The most important component of education is human and all the sides, such as the administrator, the teacher, the support staff, the parent, the student and the disabled student have to be educated about inclusion and their awareness of inclusion has to be increased. Inclusive education is the special education practices that enable individuals who need special education to continue their education at different educational institutions together with the other students and that the disabled students are provided for support education services. As the European Union recommends, that the inclusive education is used as far as possible for educating the disabled individuals is stimulated. This decreases social exclusion, as well as informing the rest of society on this subject by increasing the noticeability of the disabled people.Besides the physical and legal precautions, it is also seen as important that the staff, especially teachers, is trained and their perfections are increased for the disabled people’s access to education.These are the objectives of our project we have developed in this context.1) To increase and to ease the disabled people’s access to education2) To prevent the deterioration in other students’ education during the disabled students’ access to education3) To contribute to removeprejudice against the disabled people in society4) To contribute that the disabled individuals believe in themselves by means of awareness-increasing activities5) To increase the self-confidence and professional competence of the teachers working within our directorate.6) To play a national pioneering role by carrying out model practices about the effects and benefits of inclusive education.7) To contribute to the social inclusion process of the disabled individuals8) To decrease the dropouts of the disabled studentsOur participants are the administrators, teachers and counsellors in primary and secondary schools-the project owners and the project partners. These participants have enough vocational education in their own field but they have not got training adequately about how to include the disabled students to the education process.There are 48 participants in total and all of them will be chosen among the teachers, administrators and support staff (such as psychological counselling and guidance specialist etc.) within the consortium member schools.The competencies that we want our participants to achieve are the ones aiming that the inclusion method is used more efficiently along the disabled students’ adaptation to education process. It can be obtained throughout an active education and especially case practice.Our participants will increase their competencies on the subjects below:1) They will know the types and degree of the disability2) Their prejudice against inclusive education will be removed.3) They will comprehend the importance of inclusive education for the children with disability4) Their perfection about social exclusion risk and the ways of preventing it will increase.5) They will learn how to show interest to disadvantageous disabled individual without affecting the classroom order6) They will learn about the risk of violence on the disabled student and the ways of overcoming it.7) They will learn how to struggle with the negative reactions from other shareholders to the disabled student