Neurodiversity is a term used to describe neurological differences in the human brain. From this perspective, the diverse spectrum of neurological difference is viewed as a range of natural variations in the human brain rather than as a deficit in individuals. These differences are often diagnosed as neurological conditions such as, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyscalculia, dyslexia, dyspraxia, intellectual disability, etc. The concept of neurodiversity embodies a strengths-based model that shifts the focus away from the challenges of students with neurological differences in favour of finding ways to work with the strengths of the student to enable them to participate and experience educational success. In this model, the strengths and interests of the student are the starting point for curriculum design, teacher pedagogy, and the design of the learning environment. Despite the positive impact of youth work on youth with neurodevelopmental and/or physical disabilities who benefit significantly from participating in quality local or international informal programs within the framework of youth work, research indicates that youth with disabilities often experience lower levels of engagement and participation in youth programs compared to their peers without disabilities. One of the key elements for adopting a strengths-based approach is that it aligns with the principles of Self-Determination Theory (SDT), which posits that fulfilling basic psychological needs—autonomy, competence, and relatedness—enhances motivation and well-being. When youth workers focus on the strengths of young people, they not only promote a sense of competence but also foster autonomy by allowing youth to take ownership of their development. Using the inner motivation and identified strength of the client by employing game-based learning methods such as Educational Live Action Roleplay (EduLARP) allows participants to engage in role-playing scenarios that reflect real-life challenges, thereby foster their critical thinking, problem-solving skills, and social competencies. Considering these factors, our project serves to equip participants with essential methodological knowledge to facilitate a vital shift from a deficit-based perspective to strength-based learning model to better support neurodiverse youth in youth work practices. To implement this model in their daily work, we will provide relevant methodological tools, such as Self-Determination Theory, game-based learning, and self-knowledge practices. Organizing an EduLARP experience will develop empathy and understanding by allowing them to "walk in the shoes" of their clients, which is crucial for personal development of participants. EduLARP also a tool can be employed with clients by using autonomous motivation to reinforce learning for academic success or soft skills. Lastly, we aim to raise awareness about the importance of accessibility at both physical and sensory levels by visiting best practices, and organizing a barrier-free learning environment with a mixed-ability group. Based on the needs identified our project's concrete objectives are: -To organize an accessible professional development activity in Izmir, Turkey for 9 days (including travel), bringing together 30 disabled and non-disabled social professionals who work with disadvantaged youth, particularly those with neurodevelopmental conditions (such as Autism Spectrum Disorder, ADHD, and learning disabilities, etc.) in a fully barrier-free learning environment. -To introduce participants to inclusive and person-centered educational concepts and methods rooted in critical pedagogy, in particular: Neurodiversity and neuroinclusive communication in youth work, strength-based learning and its key principles, self-determination theory, game-based learning, and EduLARP (Educational Live Action Role Play). -To use EduLARP to develop youth workers' empathy and tolerance towards neurodivergent youngsters by giving them the opportunity to "walk in someone else’s shoes", and foster emotional connection and deeper understanding in their daily work with neurodivergent clients. -To provide best practices on accessibility and disability advocacy by organizing visits to the Disability Awareness Centre and the Only Disabilities Theatre Centre, giving participants the opportunity to learn firsthand about creating inclusive spaces and supporting disability rights. -Promote innovation and inclusion in youth work in line with the objectives of the European Youth Work Agenda by increasing social professionals' knowledge and empathy regarding neurodiversity and the need for accessibility in partner countries through comprehensive outreach and dissemination activities that spread inclusive practices across borders.