Every individual is special in society and they have different developmental characteristics and individual talent.Contemporary democratic approach to education necessitates training according to the areas they need to be sensitive to individual differences and individuals.Also by idividuals with disabilities to be educated in accordance with the disability feature it is possible to prevent the failure to turn into obstacles. In Inclusive Education , the contribution of individuals who need special training to individuals with normal development of positive attitudes and behaviour gives individuals with disabilities living together. At this point ,both teachers who have mainstreaming students and families undertake serious responsibilites.On the basis of the problems experienced in mainstreaming can be defined as lack of information ,methods and techniques,and attitudes of our teachers and families and lack of a proper road map. Teachers have a key role in order to give an effective inclusive education .In countries where inclusion and integration are succesfully implemented on the babsis of achievements in the education system the highly competent and highly motivated teachers have been seen. In this context, Erasmus + program and in the line with national targets; ıt is aimed to promote European cooperation, adoption and understanding the concept of quality and innovation. Our primary goal is to equip the teachers with up to date knowledge and skills relating to different aspects of the training, and to observe the system and gain experience seeing the educational environment in Europe. All the studies on this issue should be application oriented and structured to meet the needs of schools and teachers . This study aims the following titles; • Improving teachers’ and administrators’ attitudes towards inclusive education, • Improving the skill level and knowledge of teachers about inclusive education, • In different nations’ education system and school models, • Observing mainstreaming students and their cognitive, emotional and social development, • Investigating supportive educational services, • Examining the physical environment and lanscaping in schools where inclusive education is being implemented. The beneficiaries of this Project consists of people who are all experts in their field, participated in several in service training courses and who have mainstreamed students in their classrooms. Being strong and effective in the areas of knowledge and experience of our teachers will ensure the implementation of the Project at the highest level. International mobility of the Project is between the dates November 2015 - July 2016 as specified in the action plan in the form of 5-day training program specified in 6 different countries, will be a total of 24 participants. · England mobility operations in Playmouth' the Almond Vocational Link institutions, 4 administrators, · Operating in Cordoba, Spain Cordoba institution Academia mobility, 4 foreign language teacher, · Poland mobility to FUT I institutions operating in Wroclaw, 4 digital course teacher, · Netherlands mobility, which operates in Utrecht Quarter Mediation institution, 5 literature and social science teacher, · Portugal mobility, which operates in Braga Intercultural Association Mobility Friends (IAMF) institution, 4 visual arts and sports teacher, · Finland mobility, mobility will be held in Tampere, Tampere University of Teacher Education Department with 3 guidance teachers. After interviews with corporate institutions We have an agreement on the implementation of activities in the plan section which are stated H. Main activities. The said agencies will serve as the host institution together with the organization of mobility in the end of the training day study visits to different educational institutions and local governments can be organized .