The employment rate of disabled people is 50% in EU27 countries. People with disabilities are almost twice as likely to be inactive compared to non-disabled people. Therefore it is crucial to address the needs of people with disabilities in order to allow them to better integrate into the labour market and to participate in society.Currently, Associations and Experts providing services for persons with disabilities bet on occupational therapies for assessing the capabilities of each person and their uses and/or possibilities. These therapies aim to achieve persons to be as independent as possible in order to improve and maintain their quality of life. But occupational therapies not only work to break down the barriers which impede individuals in their everyday activities, but it can also work contributing to the social and economic fabric of their communities, identifying and improving the skills of each person in order to define which working activities can users perform in order to work in a specific workplace.On the other hand, the EU furniture sector is a key driver of sustainable growth with a significant contribution to Europe‘s overall economic health, competitiveness, creativity, innovation, employment and export. The furniture sector, as other traditional industries, is highly dependent on the workforce, and it has been demonstrated in different studies (1) that some industrial tasks from these sectors can be performed by people that have some specific disabilities with a previous assessment of the skills and transversal capacities required for each workplace and the skills and transversal capacities of each person. Therefore, the furniture and woodworking sectors can contribute to labour and social inclusion.In this context, WOODABILITY project was a multidisciplinary and transnational partnership formed by 4 entities:-A Centre supporting disabled people in Vocational Educational Training. (SSCD)-A Technical and Training Centre specialized in the Furniture and Woodworking sector. (CETEM)-An international VET Centre for the promotion of Education and Development.(CEIPES)-An University Centre working in the context of learning, lifelong learning and technology supported learning the Innovation in Learning (ILI)Firstly, partnership developed a thorough analysis of which skills and transversal capacities are developed and even acquired while performing tasks related to the furniture and woodworking industry. We determined more than 100 tasks and kills or capacities developed with this task. The result of the output1 step 1 was Analysis of skills and transversal capacities report. Secondly we defined the training units and learning outcomes and we developed a common curriculum proposal.Third step was developing teaching materials and the system for the Recognition and validation of knowledge, skills and competences. We developed 23 modules on furniture sector. The last step was implementing these training curriculum for people with disabilities in theoretical and practical training. We trained 20 people with disabilities from 3 different disability groups (Hearing Impairments, Mental Retardation, Cerebral Palsy). Then we developed a training path and training content on therapies for disabled based on manufacturing processes and techniques employed in the furniture and woodworking sector for the recognition and validation of skills and transversal capacities according the results of this pilot training.These results reached mainly disabled and service providers for disabled, teachers, VET institutions, entrepreneurs and entities from the world of work and Labour inclusion and policy makers in the field of VET, work and Labour inclusion.In the application form part F.2.3. we had planned to organize Learning/Teaching/Training Activities as workshops after international meetings with the participants of international meetings. The Learning/Teaching/Training Activities planned as an additional activity to international meetings. So that we didn’t ask travel costs because we had planned to make Learning/Teaching/Training Activities after the each international meeting. Learning/Teaching/Training Activities are mentioned as workshops at the application form. Then we understood that this logic is not what Learning/Teaching/Training Activities shall be. So that we understood that the way that we mentioned in the application form is not an appropriate way of using that budget according the program rules. Not to implement learning/teaching/training activities didn’t influence our project purposes in negative way because they were also planned as workshops after the international meetings at the application form. According to application form (part F.2.3) the Learning/Teaching/Training Activities were supplementary to international meetings.We carried out international meetings and we organized some skype meetings to discuss the topics mentioned at F.2.3. We discussed the tasks