The Budapest 3rd District Kindergarten, Elementary School, Unified Special Education Institution (Szell? EGYMI) offers complex special educational assistance for students with special educational or mental needs living in the area. Considering recent tendencies, it is important to highlight that the number of autistic students, as well as students coming from disadvantaged backgrounds, for instance, orphanages, has dramatically increased. This phenomenon poses considerable challenge to the teachers of the school. As a consequence, to cater for the special needs, there is a growing number of extracurricular activities offered to the students. To be able to develop appropriate methods it is essential to gain thorough information about international good practices. Such experiences can form the basis of the transformation of the current system. The Key Action 1 mobility funding is an excellent opportunity for the institution to be able to send five of its best-performing, most active and enthusiastic teachers to foreign schools for short periods of time. The two other schools participating in the program are two similar special education institutions located in the United Kingdom and Romania. Both schools provide ample opportunities to get acquainted with autism, information and communication technologies (ICT) and behavioural changes based on non-violent communication in an international setting. As a result, Szell? EGYMI can build good practices and technologies into its local educational practice. To achieve these purposes, one colleague, well versed in inclusion and autism pedagogy, is going to visit the Special Education Elementary School in Sfantu Gheorghe, Romania, where she is going to teach lessons and take part in a ten-day course on autism. In the United Kingdom, three colleagues are going to visit The Park School, a similar special education institution, in Woking. During their stay, they are going to have the opportunity to extend their professional and methodological repertoire by observing a higher-level use of ICT devices, music therapy and movement development. The head of Szell? EGYMI is also going to visit both locations, thus being able to learn about the new good practices, visit lessons held by foreign and Hungarian colleagues, and have discussions with the other head teachers about the conditions needed for the introduction of the new methods. Thanks to the fundings, the above described activities are going to have several positive effects and results on school life, in many cases filling in a niche. One such effect is the expansion of the professional and methodological repertoire of the participants, which results in the development of the colleagues? digital competence, a more efficient use of ICT devices and the improvement of the situation and inclusion of autistic students. The participating colleagues are going to have a broader perspective on special education in international settings, have a more improved linguistic competence and, not the least, have a lifetime experience. This can result in better work activity, more enthusiasm and a more positive attitude to work. It is also expected that, as an indirect effect, the participants? improved attitude is going to be contagious and be reflected in the attitude of the other teachers of the school, which, in the long run, can induce an improved daily workplace climate.