"BACKGROUND AND NEEDIn many EU27 countries the International Classification of Functioning, Disability and Health (ICF, WHO 2005) is introduced as a common language to describe (special) educational needs. In AT regulations foresee that special educational expertise in school has to be based on ICF (Rundschreiben 23/1, BMB); in CH both the SSG (Schulstandortgespräche) and SAV (Strukturiertes Abklärungsverfahren) use ICF countrywide as common structuring language and WHO qualifier to assess the severity of problems. “A common language” disseminates and exploits recent Erasmus+ tools (www.icfcy-meduse.eu) from the preschool and health into the school sector: Schools in most EU27 seem rarely prepared to use this UN-convention conform and politically required system. By increasing knowledge and competences for professionals in school ICF contributes to high quality skills to address inclusive challenges, to social cohesion and full participation De-stigmatization is supported as parents and pupils (using adapted ICF) are a part of the “team around the child”. ICF is a holistic way to describe abilities and restrictions of a person with a health problem and a category system to assess the needs and eligibility of e.g. support needs in school. In DE the new Law on Participation (Bundesteilhabegesetz) at least for services for persons with disabilities (PwD) oblige the focus on “ICF-participation”. Phoenix (DE) also introduced ICF to plan individual support goals in a team. In MK ICF is generally recommended for teachers (Brochure of Ministry of Education, UNICEF). In TR the potential of ICF to be used as a meta language between diverse sectors is highlighted. In practice the approx. 1400 items describing relevant aspects of education require intensive “on the job” training and availability of tools: Lack in both areas partly explain why school systems are still not adequately prepared. However ICF can increase the quality of schooling-processes within global inclusive strategies by a) bringing together diverse sector perspectives b) providing a common inclusive language and c) match special needs with support resources (Styrian BHG 2004. The focus is on what a pupil is able to do and how the environment is supportive. ICD 10, e.g. focuses on deficits (in MK still called “defects”) and tend to rely on a medical understanding of disability. However at the moment – with exception of CH – no tools for teachers or other professionals in school are available to implement ICF. Innovatively also the parents and the pupils are seen as full members of the “team around the child” to increase empowerment, citizenship and equal participation of all actors. The use of a common inclusive language in school therefore increases the quality of inclusive support as all involved groups within a team (including the parents an d children) use ONE terminology. Recent Erasmus+ www.icfcy-meduse.eu already created training materials and ICT tools focusing on pediatric and preschool services. The use of ICF for teachers (age-group and curriculum issues will be addressed), for school psychologists ( “translation of test-results into ICF codes and qualifiers), of parents (family friendly version of ICF) and of pupils (assessment) are adressed. OBJECTIVES “Common inclusive language” increases key inclusive competences for school professionals by disseminating, adapting and exploiting recent ICF-EU products. ACTIVITIES a) Exploiting and adapting ICF training materials towards the school setting b) Actively involving parents and pupils as fully participating partners by providing them with tools (e.g. self assessment and a family-friendly version for parents) c) “translation” processes of tools for school psychologists (e.g. tests) into ICF-language RESULTS (exploitation of www.icfcy-meduse.eu) O1: Briefing Package ICF in School for teachers ( 4 modules) O2: “Lets use the same language”: Family-friendly ICF-brochure for parents O3: “Let me be part of the team”: ICFself assessment for children with special educational needs (based on previous pilot data with adolescent learners) O4: “ICF Test-translator”: adaptation of ICF “practice translator” to match the results of psychological tests with ICF-items and WHO qualifier. IMPACT Focus on abilities rather than disability Awareness rising, knowledge and use in school systems (teachers, school psychologists etc) as legally required Mainstream into continuos training for teachers, psychologists Full participation of disadvantaged groups Certification towards ""ICF train-the-trainer"" CONSORTIUMMultisectoral and geografical: (PH-ST with 2 Praxisschulen, Phoenix -School DE & SVS Stip, MK), ICF-training center MSH (DE), ICF-research (Dr.Pretis, AT), Association of School Psychologists (AT), developmental specialists (TR), dissemination partner (MK) and parent association (TR) and strategic partners."