The project "fostering inclusion via exchange" is supposed to help our school to improve our skills concerning inclusive teaching, eliminate organisational problems and acquire more knowledge about new teaching methods, like peer-to-peer teaching and cooperative learning. Taking into account that we teach, besides others, several autistic children, children with hearing disabilities and one blind pupil, we saw the need to work together with our partner school in Denmark that has lots of experience with inclusive teaching and new methods of teaching, which should be advantageous not only for classes with disabled children, but for all classes. To complement the experience made in our partner school, we will also attend seminars to gain more knowledge about the relevant topics. We will choose participants that either have experience teaching in inclusive classes or are supposed to teach in those classes in the following school year. We will send 2 participants to teach for one week in our Danish partner school. Thus, they can gather practical experience and are able to evaluate the lessons directly there. Our Danish partners will monitor the lessons and give feedback. These lessons will be prepared before the meeting and material can be exchanged via e-twinning. 4 participant will do job-shadowing in our partner school in Denmark. They will attend suitable classes, learn about new teaching methods in general and how to tackle inclusive teaching. Discussions with the Danish staff and those responsible for the school organisation will help to get more input to include into our school development plan. 2 participants will attend seminars offered by an external partner to get more theoretical input. At our school, we will evaluate the results in teachers' conferences and training courses at our school to make the results accessible for the whole staff. Furthermore, we will evaluate the profit by attending colleagues' lessons. We hope that participants will get more knowledge about inclusion in general and teaching in inclusive classes in detail. Moreover, they should be motivated to apply new methods of teaching, like peer-to-peer teaching and cooperative learning. They are supposed to broaden their competences and knowledge concerning their teachng methods and be motivated to work with colleagues in other European countries being willing to learn from them and reflect upon their methods. Thus, the ability to communicate and cooperate will be strengthened. All the results should be used to improve our school organisation and promote our school's development for the upcoming years as inclusion is a topic that has to be dealt with seriuously.