The project is a response to the diagnosis of the current situation. Experts in the field of educational psychology and specialty pedagogy have identified as major problems-barriers in ensuring that all children, pupils/students have access to high-quality education: 1.The lack of effective solutions for early identification of developmental and educational needs. and limited resources in the field of diagnostic tools for conducting functional assessment 2.Teachers do not feel sufficiently prepared to work in a school that is diverse in terms of educational needs 3.Terminology used in educational law. is not consistent with current scientific knowledge in the field of medicine, psychology of learning and special pedagogy 4.There is no uniform system of data circulation regarding the effectiveness of educational and therapeutic support and the effectiveness of applied support strategies 5.The lack of support for students with various educational needs in the process of transition between educational stages and to the labour market 6.The update of diagnostic tools in connection with dynamic social and cultural changes. a) developing and validating methodological and organizational solutions supporting the availability of education for children and young people b) developing the competences of the education system staff in the area of working with children and students, taking into account the diversity of their educational and development needs. The activities are structured in 4 headings: ZAD.1.Development of system resources supporting accessibility including activities: 1.1 Conducting and preparing an analysis of the resources (including POWER products/results) and needs (in the context of tools, products, competences, qualifications) of the education system staff in the field of education, including in particular the design of universities and reasonable accommodation 1.2 Developing, as part of the school functional assessment, a model to support the transition between the various stages of education and entry into the labour market (from the education system) 1.3 Developing and implementing solutions for monitoring and ensuring high-quality education of learners - inclusive education (in formal education), taking into account the diversity of their developmental and educational needs. ZAD.2.Development of diagnostic tools for functional assessment including activities: 2.1 Development of 4 diagnostic toolkits for students aged 7-17 with above-average intellect potential., as part of the school functional assessment 2.2 Renormalization (updating standards for tests) 2.3 Development of electric versions, renormalization and implementation of standards for computer applications. for those already developed under POWER and earlier financial perspective. EU tests recommended for use in the functional assessment process 2.4 Development of a toolkit, as part of the school functional assessment, for multifaceted measurement of pupils' well-being for the 4th stage of education (4-20 years) ZAD.3.Development of methodological resources in line with the idea of accessibility, including actions: 3.1 Development of 5 packages of tools for monitoring children's development in the framework of functional school assessment, including diagnostic tools for assessing children's development 3.2 Development of a package of e-guides and methodological materials ZAD.4. Training and advisory support for the staff of the education system includes: 4.1 Development of training materials for educational system staff 4.2 Training and methodological support for educational system staff Proj. includes training and advisory support for at least 15000 people from educational staff and development of 51 tools and sets of methodological materials for working with learners, taking into account the diversity of their educational and development needs (products). The results are: 9 validated solutions aimed at improving the quality of inclusive education in Poland and 13300 people who have improved their competences. Thanks to the effects of the project, it will be possible to implement the expert recommendations contained in the MEiN model ‘Model of Education for All’ into teaching and learning practice.