The right to have education is one of the basic rights that should be provided to all individuals under equal circumstances and opportunities. All individuals have the right to be educated in accordance with their levels of readiness, talents and aims. There can't be any individual that may be disregarded or ignored. Therefore, disabled individuals have equal rights to be educated as much as the ones that have no disability. However, since the development levels of disabled individuals are different from their peers, the education that will be provided for them falls within a different area of expertise. In recent years; along with the change of legislations of Special Education for Handicapped, the number of institutions that are active in this area has soared but unfortunately, the quality of the education in these institutions has not increased at an equal rate. The increase in the number of institutions comes with many problems. The most important problem is the inadequacy of the number of the teachers that trained in this area in answering the needs. This need is tried to be fulfilled with the transfer of the form teachers that get the 540-hours training of "The Education of Mentally Disabled Students". However, this solution has failed to satisfy the needs both quantitatively and qualitatively. The tenured teacher of Special Education of our school has transferred to this area in the same way. There are 4 Special Education and 6 inclusive students in our school. According to our impressions from the special and inclusive education activities we carried out with these students, we realized that we have some necessities on increasing the quality of education. The increase of the teacher proficiency in accordance with EU standards, the improvement of the physical environment of education and the preparation of the equipments, materials and contents are the most important needs in this area. These needs are the reasons for this project to begin. Within the scope of this project, two types of activities are planned in order to support to answer these needs. The trainings "Use ICT in Special Needs Education" that will be done in Portugal, "Special Needs - Children" that will be done in Czech Republic and the on-the-job observation project that we are planning to do in the institution of Lucerna College, Belgium are the activities of our project. We suppose with the help of the knowledge, skills, experiences and methods we will have in the end of these activities, the educational needs stated above will be satisfied significantly. Since the primary group that will benefit from the outcomes of our project are the students of special and inclusive education; not only the teachers of special education but also the teachers of inclusive students will be the participants of the project. In a state of the acceptance of the project, 12 teachers that will be chosen according to these criteria we determined will attend the activities abroad. Besides, a commission will be set up in our school and will be in charge of monitoring, evaluation and dissemination of the preparation/travel, budget, communication, education activities of the project. In the end of all these activities, our institutional capacity will increase in accordance with EU standards. The proficiency of our teachers will increase with the help of the trainings, knowledge, skills and experiences they get. As our teachers share and interact with their colleagues in Europe, Europeanisation of our school will increase. Our students will have better education prepared with the newly gained information, and with the new contents they will have better access to educational activities. Thus, the students will have important improvements in terms of becoming independent individuals with high self-care skills.