The project aimed to shift schools from “adapting students to the system” toward systematically removing barriers to participation. We wanted a common framework for accessibility grounded in Universal Design for Learning, differentiated instruction, multisensory methods, and culturally responsive teaching, so teachers could plan inclusive lessons from the outset. Another goal was to improve language support for students with a migrant background through audio-books, podcasts, and multilingual materials that teachers could use in everyday practice. At the same time, we sought to make school environments easier to navigate and understand by developing sensory maps, social stories, and affordable 3D-printed assistive materials. By linking these efforts with sustainable, circular-economy practices, the project aimed to help schools implement realistic, long-term changes. Overall, the intention was to increase teacher competence, strengthen students’ participation and learning, and embed a durable culture of accessibility across partner schools.
The project was proposed because partner schools were facing very concrete problems in everyday practice. Many learners with disabilities struggled to move, orient themselves, or use classroom materials, because schools lacked accessible infrastructure, adapted tools, and structured support. Teachers reported not having practical guidance on Universal Design for Learning, multisensory teaching, or differentiated instruction, which meant students were often excluded from activities rather than supported. At the same time, the number of students with a migrant background was increasing, but language support was fragmented, and families could not always access resources in languages they understood. European data highlight wide differences in the participation of students with disabilities across countries, while multilingualism is promoted without guaranteeing real inclusion. The project directly addressed these needs by designing a teacher’s guide focused on accessibility, creating social stories, sensory maps, audio-books and podcasts, introducing 3D-printed assistive materials, and linking all this with sustainability and circular-economy practices so schools could realistically adopt them.