The study addresses questions about the vocational and professional education and further training (VPET) of people with disabilities (PwD) in the era of digital change. Studies show that digital technologies simplify access to lifelong qualification and thus ultimately to the world of work. However, the mere presence of digital media is not sufficient to ensure digital participation of PwD. There are new risks of exclusion, such as poor accessibility of learning content, lack of awareness of problems on the part of education providers, or individual differences in access, skills and handling of new technologies on the part of PwD. So, we turn to the question, what promotes or hinders e-inclusion of PwD in VPET in Switzerland? Our aim is to reveal the barriers identified by those affected, experts and education organisations. Subsequently, we intend to derive measures designed to reduce these obstacles and to maximise the positive effects of digital change for PWDs, and to present them in an action plan together with at least one education provider. A close look at theory, empirics and practice reveals a gap in knowledge about e-inclusion of PwDs in secondary and tertiary education in Switzerland. The proposed study closes this gap. To capture the opportunities and challenges of digitalisation for PwD and to explore what promotes or hinders e-inclusion, data is gathered and evaluated in a multi-perspective approach. The following questions are pursued in the framework of five work packages (WP): - What facilitates or hinders digital participation by PwD in the realm of vocational and professional education and further training? - What dimensions does digital participation of PwD include? - What are the internal and external assessments of education providers in this field about digital participation? - How do stakeholders in vocational and professional education and further training implement e-inclusion for PwD? WP 1 examines the point of view of PwD on opportunities and challenges of digitalisiation in the realm of VPET. Data is gathered via eight focus group discussions with persons with different kinds of disabilities and interviews with inclusion experts. Data is analysed according to the principles of grounded theory (GT). WP 2 focuses on the self-awareness of education providers regarding their commitment to inclusive education and digital participation. Data is gathered via online questionnaires made available in G/F/I. The full survey covers around 1280 education organisations throughout Switzerland. Data is analysed both with descriptive and inferential statistics. WP 3 will review 18 organizations with regard to e-accessibility and user experience of their digital education services. It will be tested whether their digital education service is accessible based on the Web Content Accessibility Guidelines (WCAG). Participants receive an accessibility report. Additionally, topic-related guideline interviews on user experience will be led with 18 PwD. Data will be evaluated according to GT. WP 4 provides a deeper insight into organisational support factors and structural barriers to implement e-accessibility. 18 guideline interviews will be conducted with one interviewee per organisation. Interview partners are chosen from those organisations who participated in WP 3 according to the organisational structure in which the topic of e-accessibility is embedded (diversity officer, staff units for equal opportunities). Data will be analysed according to GT. WP5 runs parallel to the entire project as integrating module. It allows the triangulation of the results in order to put them in relation to each other, to compare and consolidate them. Finally, recommendations and a model action plan are developed in closest possible cooperation with relevant stakeholders. An advisory board of experts will focus on their social, practical and political value and suggest possible modes of implementation to improve digital participation of PwD in VPET.