Alone in the world was a project for teachers in which four partner institutions from Romania (coordinator), Bulgaria, North Macedonia and Turkey intended to cover at the preschool level of the education system the acute lack of information and didactic practices meant to create a welcoming environment for learning and socialization to which they have to access the children with special need at main education. As we all know, the inclusion of kids with special needs is an action in line with EU priorities that seeks to provide equal opportunities without discrimination. In each educational system we noticed the same problem: children with special needs are excluded from activities because they do not have communication skills, they are not accepted by other kids in the group, they haven`t social behaviors. Thus we realized that the kids with special needs, present in the usual classes aren't unable to work because they need a different kind of activities to be included in the specificity of the group and to use and develop their skills. The inclusion of children with special needs in regular classes is a serious problem of the each partner education system, which has led to its transformation into a complex intervention strategy. Therefore, with the help of specialists and teachers we have successfully used in teaching several innovative methods of integration and inclusion through a wide range of activities and games for with disabilities (SEN). Starting from this situation we understood that, the teachers haven`t an auxiliary with activities and games on the strategy of inclusion at preschool level of kids with special needs. One of the objectives of the project which was achieved after 2 years was to collect from all partner countries different types of games and activities inclusive for the realization of a Gaming auxiliary and activities for inclusion, that led to the integration of children with special needs in the educational act. Another objective achieved during the project was to create an inclusive environment by developing social attitudes, acceptance, information, interaction, collaboration and mutual learning of the target group of children, parents, teachers and community. By achieving this goal we managed to offer to children with SEN an inclusive environment which led to the integration in mainstream education of a larger number of kids with disabilities and preventing the early school leaving from this age. Through this project, as a long term benefits, the parents of the other children and the children in the class accepted that children with disabilities need special attention and other types of activities that take into account their special abilities, skills and needs. Participants in this project understood and became aware the need to combat all forms of discrimination. They gain a better sense of their own identification through the compassion, understanding with that of our partners promoting tolerance and accepting differences. The Gaming auxiliary and activities for inclusion it can be a educational resource for those interested. The activities are divided into monthly and we have proposed at the partnership level to choose the types of games that we want to run monthly to see their applicability in different countries and educational system. The activities of the project combine improving the life and personal skills with the learning through the games , workshops addressed to all participants( children, teachers, parents, community, specialists), Job-Shadowing activities, examples of good practices in the teaching-learning process, games with children, parents, partnerships with other institutions. There were physically 4 LTTs- each partner organized at least one-and activities which took place prior or after (preparation and dissemination) with at least 20 direct participants in each and their activity appears in the minutes of the meetings, certificates and reflexive journals which will prove the competences acquired. The long-term results are the integration of as many children with SEN in mainstream education, preventing early school leaving, improving classroom work methods of the teachers by using the Gaming Auxiliary and activities for inclusion(result of the project), increasing the prestige, visibility and desire for innovation of the partner institutions in the project. Adapting the activities to the requirements of children with improves the material and didactic basis. Also, as a long term results , the parents of children with special needs will realized that by involving in all activities they obtained a way which will help them become more easily integrated into later school life. Integrating these children into school life and in community life can make them functional adults in society in the future. Spending quality time with their children, parents will change attitude towards their own children, accepting them, encouraging them, and supporting them.