ContextIn the EC's European Disability Strategy 2010-2020, the European Commission notes ‘the strong mandate on the EU and Member States to improve the social and economic situation of people with disabilities’, and further underlines ‘the aspiration of creating a barrier-free Europe’.The 2015 Joint Report of the Council and the Commission on the implementation of the Strategic framework for European cooperation in education and training (ET 2020) proposes six priorities for education, out of which: a. Sustainable investment, quality and efficiency of education and training systems; b. Inclusive education, equality, equity, non-discrimination and the promotion of civic competences. In particular in Bulgaria, there is a political will for reforms in the field of the integration of children with SEN. There are different laws and strategies in this regard. The most recent ones are the 'National Strategy for Equal Opportunities for disabled people' (2003) and the National Plan for Integrating Children with SEN and/or with chronic diseases in the public education system (2003). In addition, the “Rules on the Activities of the Resource Centres” for supporting the integrated education of students with SEN” (2006) define in details the obligations of resource teachers for working with children with SEN, their families and the society as a whole.Problem to be addressed and consequencesIn Europe, recent estimates place the number of children with SEN at 15 million (EC 2012), and about 5% of aged ≤18 population affetected by ADHD (DSM-5®,2015). A global survey has indicated that 50-60% of children and adolescents with ADHD will continue to have ADHD as adults (Childhood predictors of adult ADHD, Lara Carmen, 2009).The problems identified are: - limited access to early and accurate diagnosis of ADHD (in schools, at workplace)- generally these disorders are not addressed with a lifelong learning approach: from kindergarden to VET and adult education- limited number of specialised staff for the integration into the education process- lack of State Education Standards (SES) for children with SEN in all EU countries, although new educational standards are in a process of development. - reduced awareness about 'what ADHD is' and about existing opportunities for supporting ADHD learners and their families. VET providers, experts and professionals should be more active in presenting these disorders and disseminating information about assistance opportunities in the different countries. Project aim and objectivesThe project proposal is aimed at contributing to the improvement of the VET quality offer for learners with SEN, with a specific focus on learners with ADHD, through the implementation of Quality Assurance principles in VET in line with the EQAVET recommendation. The Consortium will set out Quality Assurance Framework and Tools as effective support for VET providers to plan, implement, monitor and evaluate their training offer and strategies in addressing challenges regarding participation both in iVET and cVET; and related to the continuous feedback loops between the two systems.PartnershipThe project brings together 8 partners from 5 European countries, forming a transnational cooperation partnership with a balancedregional geographical representation of the Erasmus+ area and with qualitative representation for Bulgaria. In addition, the Partnership in composed of organizations having complementary competences: HEIs, teacher associations, research centres, VET providers training ADHD learners.Methodology and key outputsSince the very beginning of the project partners will define the concrete methodological strategies and approaches fordisseminating good practices of EQAVET implementation in VET addressed to ADHD learners. The consortium will design and launch the project official website. Then, Partners will develop the contents of the Framework: QA indicators, online assessment tool and practical guidelines for its implementation. The next step will be to define a Toolkit for VET providers training ADHD learners including ready to use tools and instruments for enhancing the quality of VET programmes addressed to ADHD learners. These outputs (in particular IO2 and IO3) will be tested through specific consultation and testing activities in the Partners countries and at European level.Impact- will put Quality Assurance and inclusive approach on the agenda of providers- give to VET providers a concrete tool for supporting the implementation and improvement of Quality Management Systems within their organizations, with a particular focus on ADHD learners.- support a more systemic approach to quality within VET- create the sense of ownership in relation to the project outputs among the stakeholders. This will lead to enhancing the exploitation of project outputs in the future.