The aim of the project is to ensure full access to public education (with appropriate support for special psychophysical needs) for pupils and students most in need of support, i.e. with disabilities or socially maladjusted (confirmed by an appropriate judgment) and support for children and young people with behavioural and emotional disorders, learning difficulties and students with migration experience (including repatriates). This project was prepared on the basis of the results of the diagnosis completed in October 2023 (including surveys with directors, teachers, interviews with management staff, parents and young people, data from the Education Information System (SIO) and data from the education department of the city office). The project will support at least 755 students (U), including at least 390 people with judgments (OzO) (min.50%), 485 representatives of the staff of educational units (K) (including directors, teachers, specialists) and 350 parents / legal guardians (RO). Participants are people taking place. (Act of Dn. 23.04.1964 Civil Code) or working or learning in the Pomeranian Voivodeship. Support will be available to students (their ROs) and Ks learning and working in 106 Gdańsk schools (S). Among the most important problems are: • Insufficient and inadequate equipping of S with teaching aids, specialised equipment, • Insufficiently adapted infrastructure (e.g. lack of dedicated quiet areas, lack of efficient lift, poor room acoustics) • Stress and fear of K related to working with children and young people with special needs and insufficient financial resources to improve knowledge, skills, competences of staff in this regard • Low level of expert support in implementing models and organisational solutions in terms of accessibility • Insufficient competence of teachers (LEA) to deal with diversity in the classroom • Lack of sufficient support for children and young people in the form of support groups, group therapy, individual classes • Insufficient assistant support for U with special needs (ASPE) • Insufficient support dedicated to RO of children with diagnosed special needs • Lack of cyclical integration activities aimed at inclusion, children and young people with special needs, to mainstream schools • Low quality of professional counselling for children and young people with special needs. The implementation of this project will include the provision of ASPE support, their training and accompanying training for staff, purchase and maintenance of specialist equipment, which, together with the already owned one, will be distributed as part of the Centre for Assistive Technologies (ACT) (equipment follows the child to school), cyclical accessibility audits and expert support for management staff, purchase of teaching aids and equipment increasing accessibility, ensuring architectural accessibility through the installation of elevators and adaptations of rooms (and their equipment) used for quiet rooms, sensory therapy rooms, room silencing ensuring better acoustics, support for parents including individual and group counselling and integration meetings, cyclical school events of an integrative nature, support in professional counselling including training and supervision for K and individual consultations for children and young people, implementation of the Golden Five program in primary schools, conducting support groups and group therapy for young people by prepared specialists, increasing the number of over-sized schools to be used for individual work with students requiring additional support, upskilling and competences K (minimum 369 people will acquire qualifications) through specialist training, undergraduate studies, supervising and networks.