"The focus of this project is students who require some level of support or consideration to be fully included in HE. While HE organisations have a stated mission to be inclusive and accessible places, anecdotal evidence from both students and teachers suggests that this is not always the case. Furthermore, awareness of accessibility and support strategies can tend to be in ""silos"" of knowledge such as equality and diversity units, student support centres, student enabling centres, faculty representatives for diversity and inclusion. HE lecturers , already under pressure to transfer their teaching materials and methodologies from classroom-based to online within a short timescale, have often had to focus on online teaching which suits the majority of their students. They may not consider or take into account additional accessibility options unless they are formally asked to do so by an organisational policy or a student's specific request for accommodation. It is accepted that when students have to request accommodations in advance, they are already being penalised or excluded to an extent, since students who do not require those same accommodations can simply turn up to any lecture without notice and be able to participate fully. To build a really inclusive higher education system, therefore, lecturers would need to incorporate as many accessibility features as possible, *without* waiting for student requests. InclUDE therefore has three objectives:•Provide an easy way to search and access free and open tools for online accessibility. •Create a practical, step-by-step resource that guides lecturers through setting up online teaching sessions that are accessible to a wide range of students. •Create guidelines of considerations that can help lecturers to make their teaching scheduling and practice more inclusive. These objectives will be reached through the production of 3 intellectual outputs: •IO1: Web repository of existing digital access tools (e.g. online transcription tools, website visibility checks for users with sight loss…);•IO2: Guidelines for accessible online teaching – how to make teaching via e.g. Zoom or Teams accessible to specific groups, for example:D/deaf students; students with sight loss; autistic students; students with mental health issues; economically disadvantaged students with limited access to technology/wifi (including Roma);•IO3: Guidelines for inclusive online teaching – looking at considerations for teaching practice that don't fall under the category of legally mandated accommodations, but can facilitate attendance and participation for students with a range of challenges. The outputs respond directly to this call in that they focus on activities to support learners, teachers and trainers in adapting to online/ distance learning, while facilitating quality and inclusive education. The direct target groups addressed by this project are:•HE lecturers - the main beneficiaries of the objectives and outputs mentioned above; •students - who will benefit from lecturers using best practice in online teaching. Indirect target groups include:•HE managers and administrators;•teachers from other fields (e.g. schools, adult education, VET);•learners from other fields;•local councils and ministries of education; •other policyholders in the field of education; •disability support and service organisations.The project will be managed using the Waterfall methodology, which works well with strategic partnerships that have the budget and outputs agreed from the very beginning. This project addresses the need to gather the best practice discovered under stress during the spring 2020 lockdown, as well as through ongoing online teaching. It further addresses the need for lecturers to have quick, practical and clear resources that they can use at their convenience, and without taking a lot of time away from everything else they are involved in. It aims to ensure that students in a range of circumstances do not get left behind as online and blended learning becomes more prevalent."