The project entitled "LeGoP - Learning good practices in European countries" is proposed by an international partnership that values the contributions by the public sector and private experiences in the field of youth education and of training of their educators and trainers. It is referred to issues of great concern for the territories of reference: Italy, Spain and Netherlands. The concept of the "LeGoP" project starts from the demand expressed by the High school Liceo Scientifico "Salvemini" of Bari to bring "process" and "product" innovations inside its school context, with the purpose of increasing the possibilities for the students to experiment an innovative and inclusive learning environment of excellence. The "LeGoP" project aims at fulfilling this need by creating proper and innovative tools and methodologies to adapt and update primarily the skills of educators and trainers, and thus to successfully support adolescent students in their learning process. This is based on the awareness that no social, economic and cultural barrier can slow down the individual path of integration within civil society. In order to fulfill this purpose, the group promoting the project has joined national and international experiences of excellence in two particular areas of intervention related to inclusive learning: the use of (adapted) ICT technologies and the acquisition of innovative methods to prevent discriminations, particularly of those based on special needs and sexual orientations. The added value of the project is represented by the public - private partnership that has been established thanks to the support by the partner ELPENDÙ (Consortium of Social Cooperatives).The latter is endowed with multidisciplinary experience ranging from training, testing of ICT solutions for the inclusion of people with special needs,practice of gender equality and equal opportunities for all) at local and transnational level. Then, the partnership combines the experiences of other schools (Azular Lizeoa in Spain) and non-profit organizations working in the sectors relevant for the project: GUREAK in Spain is highly experienced in inclusive technologies and GALE, in The Netherlands, in the activities aimed at fighting homophobia, particularly in schools). The final aim of the partnership is to encourage, resilience and raise the awareness on individual rights in the participants by designing, testing and improving good practices and innovative teaching methodologies which could favor the social inclusion of students regardless their special needs and the promotion of acceptance and respect of LGBT people. These objectives will be achieved through actions addressed to a group of direct beneficiaries that includes teachers of the schools involved, key staff of the private partners and students between 16 and 18 as well as to a wider network of stakeholders composed of families, decision-makers, relevant communities and private companies. All these subjects will be actively involved in transnational exchanges, specific learning sessions, thematic dissemination events and of general interest, production of work tools and teaching materials through the use of ICT (curriculum, e-course, e-books and toolkit). The subjects involved will be not only users of the project actions, but also actors participating in the activities implementation also through tools and methods supporting mutual exchanges, based on free platforms and social networking. Another strength of the project is the presence of a permanent group of people that will be dedicated to the activities and results follow-up that will check the achievement of project objectives and the highest possible capitalization of the investment in human and financial resources that the partners will undertake through this action inside their organizations and on the relevant territory. The follow up group will guarantee the promotion of the project results, mainly consisting in disseminating learning policies, methodologies and tools as well as the sustainability of its internal and external impacts. The latter can be summarized in a real organizational change in formal and informal learning environments and in the technical, methodological and relational management of teaching.