Our modern European societies are characterised by diversity: diversity of social background, of origin, of language, of potential. While integration gives access to the mainstream education system, it expects the learner to fit into the existing mold, and doesn’t change the fundamental structure of the education system. In an inclusive education system, the framework changes to adapt to and welcome every learner, who is welcomed and valued as able to contribute to the learning environment. Moments of transition are always the most difficult for individuals - transition from daycare to school, from school to employment, and from specialised to mainstream environment. The latter is particularly difficult for all actors involved, from the learner him/herself to his/her family, the special school staff, the mainstream school staff as well as the authorities that have to overview such a transition. Effective inclusive education depends however from such a successful transition from specialised to mainstream education, and particular attention and efforts should be given to that make it as smooth and positive for all involved stakeholders. With a consortium omposed of seven service providers coming from Belgium, France, Finland, Austria and Portugal, the 'To Inclusive Education and BEYOND' project aims at providing tools just for that. Even with a legal framework supportive of inclusive education, it is often difficult to change the attitude and 'the way it was always done'. Service providers and special schools, with their expertise in supporting learners with special needs, have a key role to play to support an effective transition to inclusive education. The first step of the BEYOND project is therefore to develop a training which gives the theoretical and practical tools to service providers and special schools staff to be able to work with mainstream schools and other stakeholders to develop a more inclusive learning environment, such as the use of Universal Design for Learning. This in-person training will be tried and tested throughout the project to ensure the quality of the output, before being adapted to a Massive Online Open Course (MOOC) so that it can benefit as wide a range of professionals as possible throughout Europe. To complement this practical training, the consortium will develop study on the role of service providers in the transition towards inclusive education. This study will be a very strong tool to support policy reforms towards inclusive education. In line with the General Comment 4 on art 24 of the UNCRPD, it will provide tools to reform, adapt or improve support services and their collaboration with other stakeholders, and ultimately facilitate the transition towards inclusive education. Finally, the BEYOND project will develop a study on developing methodologies for an effective transition to inclusive education. Centred around the Coproduction methodology, the Output will look into the barriers, challenges and opportunities faced relevant stakeholders, such as academics, young people and their families, and how each can support the self-determination of pupils and the transition towards inclusive education. A report will be developed on how an effective network surrounding the student with special needs that include all the needed actor can facilitate the transition to inclusive education and empower support services as well as students and their families. This study will be crucial to support the development of effective methodologies that involve the whole environment surrounding the learning process and will give innovative tools to stakeholders that wish to improve their learning environment. The BEYOND consortium is confident these steps will support the work of teachers, support staff, authorities and other stakeholders in providing a more inclusive environment for the child's learning, and facilitate the movement beyond special schools to inclusive education throughout Europe.