<< Background >>The right of all learners, to have access to a high-quality inclusive education, is one that is widely acknowledged in a number of international human rights frameworks. In particular, the UNESCO Salamanca Statement of 1994 and UN Convention on the Rights of Persons with Disabilities of 2006 (UN CRPD) both strongly endorse the right persons with disabilities have to inclusive education. In the European Union, all 28 Member States have signed the UN CRPD since its adoption, committing themselves to implement the necessary changes at all levels to achieve inclusive education. Despite this commitment, there is no single country in Europe, or across the world, who can boast truly inclusive education systems for all learners at all levels. The project idea start in the FOCUS GROUP of SFINLIT project, when we invite to it representants of dissabled people training between first and secondary school and adapted vocational training, also in company training in especial work centers. We realised that this target group received adapted finantial literacy education and we are also futur subjects of sustainable finances training. The aim of the proposal is to develop sustainable financial literacy skills for youth disabled .The project intends to introduce financial decision making not only from an economic perspective but also considering extra-financial aspects (social, environmental and good governance). These financial decisions have evolved together with social norms and values. Inequalities, negative externalities, poor corporate governance practices, as well as environmental impacts and climate changes as a result of business activity, have led to ESG (Environmental Social and corporate Governance) aspects being considered in the different processes related to finance. Regarding this priorites, EASPD (European Association of Service providers for persons with disabilities), in the summary report of 2020, displays the fact that inclusive education is as of yet not the reality for most learners with disabilities, and despite generally upholding the right to equal access to inclusive education, in many of the countries surveyed, current statutory legislation does not facilitate the accommodation of the individual learner’s support needs. Hence this proposal will take into account one of priorities of the Erasmus + Programme, Inclusion and Diversity, in order to provide equal access to inclusive education. The DisFinLit is a project placed in school sector because is at this moment when the early intervention help our target group to undersatnd how important are the sustainable finances for thier future, we involve secondary schools but no directly, trough their providers of financial education and training as IEF, EURODIMENSIONS and EFFEBI, includes the association of especial employment centers who are resposible of the most important number of labor inclusions, at nacional level, of disabled youth when they leaves school, who know well the lacks in financial competencies for work and life of this target group, an certifify organization, ACEEU who ensure the ECVET dimension of our project results and DFW2W non profit organization expert in developing of projects related with social and labor inclusion of disadvantage groups, they are experts in active European employment policies aimed at young people with disabilities, which is our framework of action since this target group goes directly from secondary school to employment. All of them in collaboratively work with the associated partners represent the whole cycle of formal education and training from secondary school to initial VET and to Continuing VET at the companies. The diversity of education and VET providers, including experts in finantial literacy allows DisFinLit to cover the range of ages from 12 to 18.<< Objectives >>The purpose of our project is to respond to this rapidly rising need of high-quality online tools and platforms by developing a tool with pedagogically sound approach that helps youth disabled to develop sustainable financial know-how, make smart and sustainable financial decisions, understand money management, deal with a constantly changing economy, navigate inevitable challenges and take charge of their own financial future. All project will take part to develop ways to ensure they can benefit from high-quality education in an inclusive setting, where special needs are taken into consideration and pupils do not face discrimination arising from their disability. And, develop an accessible material for everyone that favors learning in sustainable finance education contributing to an improvement in this area, such as in their personal finances in the next future under green deal framework.<< Implementation >>The main activities of the project are : 1. Adapted curriculum and materials for disabled people from existing financial literacy courses paying special attention of sustainable finances.This result will have 4 activities:A1 -Compendium of the existing educational material and Good Practices on financial literacy and sustainable finance. All partners must do the following tasks1.1. Overview and analysis of the already existing recent/updated material (OER) regarding the socially responsible finance in English for other languages publications.1.2. Analysis, collection and curation of good practices1.3. Development of the Compendium in the field of sustainable financial literacy adaptable to disabled peopleA2- Defining LOs in line with the EU LLL instruments for disabled people A3 -Developing the adapted training curriculum for disabled people We will be helped by the same focus groups professionals than A2 and we take as basis the curriculum of sustainable finances literacy from SFinLit projectThe curriculum must include also the following parts:• Origin of training course: Justification and previous experiences• Selection of participants: EQF level and pre-requisites• Selection and preparation trainers: CV and experience• Main areas of knowledge and modules related to units of competency• Activities proposal to be carried out in training sessions with the following aspects: methodology and sessionA4 - Select the existing training materials adapted for disabled peopleFrom the A1 in agreement with LOs defined in A2 select the training materials able to be used by disable people in face to face or elearning methodology.2. Community of good practices to include all the existing training available and new materials.This result will have 3 activities: A1. Contact and create community with the most number as possible as stakeholders of our subject and related with our target group in EU, in and out partner countries 1.1. Define the profile of the future participant in the community, their origin, their professional profile and their preferences in order to create a content and promotion strategy for our project. 1.2. Define the common interests of future participants in order for them to feel identified and see that they are not the only ones with the same need for content and products adapted to people with disabilities 1.3. Contact future participants contact them trough partner and associated partners networks 1.4. Invite future participants to complete a survey (EU survey tool)with m¡the most important info to can answer of their fruture demands A2. Create or select the best platform to place the community contents and communication tools.2.1.Include items of value to future participants, so they can share tips, experiences, and create stories. 2.2.Listen to the opinions and contributions of future participants who can show support, validate opinions and empathize with the needs of the other 2.3 Define clear rules for participation, set limits on the type and amount of content that will be accepted to build credibility, and a fair and safe environment for participants to feel comfortable expressing their opinions and ideas. 2.4.Focused on solutions to meet the needs of future participants in a professional way but without leaving the most social part related to our group A3. Include with contents and start sharing and dinamize.<< Results >>Share this products trough the Community of good practices to arrive at much as possible to the learning providers of training adapted from disable people at school level firt of all but also at the rest of educational levels.Potential transferability: To the learners with disabilities or learning difficulties from other educationall level as VET or adult education.