The necessity of qualified education for children with autism in order to fulfil their individualization and adaptation to independent living cannot be disputed. With “Autistic Sun" project, we had mobilities to Spain, Latvia and Romania where we realize that these countries are better than our country in implementations and advanced educational activities for special education schools after our researches in the field of special education. Joining job shadowing activities in the schools in these countries, we have increased quality and quantity of our educational applications for autistic learners to learn living independently and adapt social life with their families. We delivered “Participant Identification Form” to determine staff for mobilities among the teachers at first stage in our school. A deputy manager in charge of special education from our District Directorate of National Education joined Project execution team and assessed these forms. 18 participants who have new academic information, fluent social and verbal communication, and foreign language proficiency, advanced aspects of creativity, follow international publications and use technology actively were determined according to applications and searches. We observed our participants’ educational methods and techniques implemented in special education, the materials used in education of autistic individual, the policies of these countries in special education for individuals, the continuity of the education with parent-school collaboration, national and international publications, using ICT in special education, rehabilitation studies, outdoor activities that support education, activities carried out for awareness-raising and awareness of autism, the practices that require any kind of innovation and creativity for contributions to Autism field in these schools in Spain, Latvia and Romania. 13-17 April 2015 Spain / Murcia: 6 participants made observations during the 5-day activities; The teachers observed applications by having theoretical knowledge about the specific methods and techniques like ABA and TEACCH in Special Education in most of EU countries. The teachers witnessed the necessity of ICT usage (Information Communication Technology) in the education of Autistic children actively. They viewed both national and international publications about SEN. Participants attended educational performances carried out in the class concurrently (applications against specific students in crisis, types of behaviour) and they examined sample study cases. Also participants had a chance to visit a pre-school about special education where there were mainstreamed Autistic students. Innovative approaches in curriculum were observed during the job shadowing activities. Participants paid attention to the diversity of materials used in special education. By gathering required reports, we took a step to implement these innovative approaches in our institution. 26-30 October 2015 Romania / Paşcani: 6 participants from our school had a chance to examine inclusive education policies for special education, curriculum content, educational techniques, materials and collaboration of parents-school that provides sustainability of Special Education in the country for 5 days. “Multi-therapy method" which has been used in educational activities of autism has greatly affected our team. In this school, they provide different therapy methods for autistic individuals to recognize their senses and rapid integration of individuals to adapt social life. The dance group which has been shaped by functional integration of both special education students and the regular students showed us that we can create qualified social work for Special education. 23 - 27 November 2015 Latvia / Riga: 6 participants had a chance to observe special education boarding school activities for 5 days in group of schools founded on three different campuses. The obligation for the start of special education with an early childhood education is the most rigorous policy in this country. We observed that these countries shaped their classes according to learners’ levels not their ages. In our opinion, forming groups according to learners’ levels has many positive sides. They aim to help children by real practises for adaptation to normal social life for Autistic children. The assessment meetings were held with the participants after each mobility by presentations firstly to parents and then to teachers at our school by bringing together each teacher’s observational reports, photos and videos. After completion of project mobilities process, the team prepared a collaborative work to disseminate the results of the project to 90 participants including Special Education Teachers, parents, principals and academics. We aimed at promoting the positive effects of both experiences and local implementations of project activities.