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Emphasize on Teachers’ input as a paramount in ensuring any real changes in practice, and hence impacts on the outcomes of learning; Identify the challenges and to draft the related policy of overcoming the problems faced; Mapping of Policies and Practices for Teachers’ Preparation for inclusive education; Form an understanding that motivation for learning amongst disadvantaged students are wide-ranging and influenced by personal, social and economic circumstances, as well as past experiences; Perceive educational inclusion as a process of increasing and encouraging participation and decreasing exclusion, whereby participation means greater recognition, acceptance and respect along with inclusion in the learning process and social activities in a way that enables an individual to develop a sense of belonging to society; Increase teachers’ competence in recognizing, accommodating and valuing diversity in the classroom and wider society to enhance teachers’ competence to overcome discrimination, exclusion and disadvantage in education; Lead to widest possible understanding of inclusion in education and training in order to capture the full scope of related problems and accommodate the specific problems of diverse disadvantaged groups; Develop an approach that is balanced between the general pluralism and equal opportunities perspectives; Acquire knowledge of  Education (Formal, Non-formal, Informal) as a Tool for Democratization, Stabilization, Inclusion and Promotion of Tolerance and Intercultural Understanding; Perceive educational inclusion as a process of increasing and encouraging participation and decreasing exclusion, whereby participation means greater recognition, acceptance and respect along with inclusion in the learning process and social activities in a way that enables an individual to develop a sense of belonging to society; Develop the key competences in disadvantaged groups; Establish the assessment of their competences.