<< Background >>The “Accessibility” project was applied for in 2021 under the impact of the coronavirus pandemic. During this time, digitalization was on the rise worldwide and at the same time people were experiencing isolation and a lack of social contact and encounters. All partners work with young people with special educational needs in the field of vocational training. In our daily work with the target group, we as project partners observed countless obstacles and further tendencies to marginalize our learners. We have therefore initiated a project in order to consider in a joint exchange which approaches and methods we can use to build a bridge between the promotion of digital, personal and social skills while also taking accessibility into account.<< Objectives >>The aim of the project was to train teaching staff in vocational education in dealing with the target group (learners with special needs). By developing a methodological guideline, we give teachers the opportunity to receive individual further training. The focus here is on raising awareness of the participants' needs and how teaching staff can specifically promote personal and digital skills.In the project, we also looked at the accessibility of the target group and encouraged new ideas and shared best practice examples in a joint exchange.<< Implementation >>In a joint exchange between the partner organizations, we developed a methodological project guide and a teachers' training material, which were tested and evaluated during two LTTAs. LTTA 1 took place as a train the trainer. Here teaching staff were trained in the use of new methods and approaches. About six months later, the trainers applied their knowledge and know-how directly in LTTA 2. Young learners from all partner countries took part. An intercultural exchange in the form of a skills week was organized and implemented. The results can all be found in the project guide.<< Results >>One specific project output was to improve the labor market integration of young people with special needs by promoting their personal, social and digital skills.To achieve this, it was very important to us to reach the teaching staff directly in order to train them accordingly and give them new perspectives on their own work and, above all, the needs of their target group. Numerous methods were used to develop a teacher's guide, including the neuro-linguistic programming (NLP) approach and the “unconscious in the classroom” method. All activities in the project handbook and guidelines are aimed at better understanding the needs of the target group and working on them in a targeted manner.