Intellectual disability, which results from the human brain's failure to fully develop or its exposure to various physical and chemical influences, has been considered a disability that can be both congenital and acquired. It has been observed that individuals with intellectual disabilities, who have always existed in society, are often overlooked, and efforts to integrate them are inadequate. One of the main reasons for the exclusion of individuals with disabilities from social life is the lack of a homogeneous institutional structure in studies conducted in this area. Although countries such as the UK, Germany, and Denmark have more developed policies for individuals with disabilities, this approach has not been adopted across Europe. It has been determined that the basis of discrimination is the tendency to exclude those who are different and unknown. One of the reactions people have when encountering individuals with unusual characteristics is fear, and this deepens the exclusion of individuals with intellectual disabilities. People with intellectual disabilities continue to be the least understood group in society. As part of the project, methods for communicating with individuals with intellectual disabilities were taught to young people, practices were implemented to develop empathy skills, and arts and sports were shown to be important tools for their inclusion in society. The outputs of our project, specific to our objectives, are listed below. 1. Youth participation was encouraged. Participation and support were provided in programs targeting individuals with intellectual disabilities. 2. Communication skills were developed. Young people were taught how to communicate effectively with individuals with intellectual disabilities. 3. Empathy was increased. Young people were made aware of the problems experienced by individuals with intellectual disabilities, and their empathy was supported. 4. The role of arts and sports was demonstrated. The power of arts and sports in the inclusion of individuals with intellectual disabilities was conveyed with concrete examples. 5. Social participation was supported. Practices were implemented to increase the social participation rate of individuals with intellectual disabilities.