"The European Pillar of Social Rights has defined education, training and lifelong learning as the first priority for equal opportunities and access to the labour market. The phrasing of this priority: ""Everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market"" shows that the European Union is considering education and lifelong learning in a holistic way, putting skills, competences and knowledge in the centre. The main emphasis of all education policy efforts in the European Union have been along the axis of inclusion. The inclusion of people with disabilities is, at the same time, a legal requirement as the EU as well as its Member States have ratified the UN Convention on the Rights of People with Disabilities (CRPD). The right, responsibilities and duties of parents as the legal guardians and primary educators of their children is defined in the UN Convention on the Rights of the Child (UNCRC) that is also ratified by all EU Member States even though not the EU itself. The UNCRC and the CRPD also clearly define the duties of public actors in supporting the protection of rights as well as in catering for the needs of parents and guardians. The EU primarily has a disability policy in place that also emphasised the importance of inclusion. Some of the project partners have worked together on a previous project, ELPIDA that was chosen for the Zero Award 2020 as a unique approach supporting the parents of people with intellectual disabilities (PWID), especially of older children. There was a wish and urge to continue developing tools for parents, but also to support them in the inclusion of their children. Thus the focus of this project is still on parents as a primary target group, but also focuses on the needs of parents with smaller children. The European Disability Forum, in their praise for ELPIDA also called for more support for parents in a general context where disability programmes usually focus on independent living, leaving out the most important support network from financed innovation. For this to be achieved, we are especially targeting parents of children with intellectual disablitilies (ID), but for inclusion to become a reality the secondary target group is the general parent and professional educator/social worker community. What we are using as a baseline in this projectis the needs of parents of PWID, but also general needs of other groups that PWID are to be included into. This way, ouraim is to make parents conscious of the importance of inclusion regardless of their being the parent of a PWID or not. This, in turn, will then make institutions as well as other places important in the life of children more inclusive to make a move towards universal design throughout Europe. We see a very important role for professionals in it. Thus we are also aiming at offering them role models to better understand the otherness of PWID as well as the possibilities and advantaged of their inclusion in institutions, especially schools, for their lifelong inclusion in society.Thus the first aim of the project to establish a learning community of parents of PWID to help them overcome everyday challenges and for them to become warriors of social inclusion, and the second aim is to support the inclusiveness of institutions, especially of schools to create a strong base of societal inclusion of PWID, but also of people with other disabilities. Utilining the possibilities that the digital world can offer we are aiming at providing the information material via an e-platform to make it free and accessible to all, at any time and any place.This project aims at providing parents of children with visible and non-visible disabilities (inculding behavioural difficulties) the necessary skills and knowledge in order for them to be competent and confident to provide the right support and empowerment to their children. This will have a direct positive impact on people with disabilities and will lead to better transition to adulthood, social inclusion, and better quality of life in general."