The 21st century society, multicultural and digital, is based on an economy of knowledge and competitiveness. It is therefore fundamental to build theoretical frameworks that guarantee social and territorial cohesion at national and European level. The school, as a social unit that integrates in itself the most varied range of social, economic and cultural origins, is a reflection of this society. It demands a constant adaptation to new realities and a necessary implementation of principles of inclusion. These principles are found in the laws that guide the European Community and its member states, are an important need of today's societies and a priority in education. According to the Salamanca Declaration, the United Nations resolution that sets out the procedures and standards for equal opportunities and which stems from the concern of democratic society with equity and access to education for all, is essential for the exercise of human rights (UNESCO, 1994). In this sense, it is urgent to ensure an educational approach that is adequate to the needs of the children, with respect for their rights as citizens living in a world of differences (Thomas & Loxley, 2001 apud Bahia & Trindade , 2009). By its very nature, the inclusive school must incorporate the needs of all pupils without exception and must be structured according to the same needs, being a support for all the educational actors (teachers, students, educators). The tasks of tackling school failure are difficult to specify, but they have been advocated by the tutelary organisms, with a clear intervention by the European Union, by supporting projects such as this. The project (IN) school - developing skills for life assumes these challenges and proposes to act in the prevention and intervention through innovative and appropriate educational approaches, in line with the idea of inclusive school, based on the premise of educational success for all. The scientific evidence demonstrates the correlation between a weak development of certain sensory and cognitive-emotional skills with learning difficulties and, ultimately, with school failure. The project aims to intervene with children attending pre-school and elementary school education by encouraging the development of sensorial and cognitive-emotional skills, which are known to be fundamental for reading, writing and calculation. This is the way to ensure their educational success and full inclusion. The project includes the following intellectual products: i) (IN) profiler; ii) (IN) resources; iii) (IN) powering. In addition to these results, the project includes building a website and an online platform for sharing knowledge, good practices and experiences among participants.