The presentation focuses on the concepts of **tolerance** and **acceptance** and their importance in everyday social life. Tolerance is defined as respect for other people’s views, beliefs, preferences and ways of life, even when they differ from our own. The material emphasizes that tolerance does not necessarily mean agreeing with or accepting someone’s opinions or behaviour, but rather respecting them as long as they do not harm others. The presentation explains that tolerance is based on **respect, understanding, patience and recognition of the rights and freedoms of other people**. It highlights that a tolerant person is open to diversity, seeks to understand others, values different perspectives and appreciates the richness that comes from human differences. The causes of intolerance are also discussed, including: - lack of knowledge, - stereotypes, - fear, - selfishness, - misunderstanding, - social pressure, - hostility. The presentation distinguishes between **tolerant, less tolerant and intolerant attitudes**, showing how intolerance can lead to exclusion, discrimination and conflicts. Examples of intolerance in school life, such as mocking someone’s interests or hobbies, are provided to illustrate the problem. Furthermore, the presentation identifies common signs of intolerance, including: - verbal and physical aggression, - ridicule, - gossip, - hostility, - name-calling. In contrast, tolerance brings many benefits, such as: - peace, - mutual respect, - friendship, - positive relationships, - a supportive social environment. The main message of the presentation is that although people differ in their opinions, beliefs, appearance and lifestyles, everyone deserves respect and equal treatment. Tolerance helps create a more inclusive, understanding and harmonious society, reminding us that: > “We are all the same, even though each of us is different.”

**Abstract:** This article addresses the issue of using music-based interventions in working with children with autism spectrum disorders (ASD), pointing to their neurobiological, psychological, and educational foundations. Music, thanks to its ability to engage the auditory, motor, and emotional systems, proves to be an effective tool for supporting communication, emotion regulation, sensory integration, and social development in children with ASD. Particular attention was paid to the experiences of the international AutisMUSIC project (2023–2025), which aimed to develop a set of teaching tools (Toolkit) for teachers and implement musical interventions in mainstream schools. The results of the project indicate an increase in motivation, improved social interaction, and a sense of inclusion among children with ASD, as well as positive feedback from teachers implementing the developed methods. The article discusses both the potential and challenges of implementing music as a tool to support the education and development of children with autism, emphasizing the need for a flexible and individualized approach in school practice. **Author:** Aneta Orska An article written as part of the AutisMUSIC: An innovative Music Toolkit for children with autism to improve their emotional, motivational, interpersonal and social responsiveness Project no: ```2023-1-PL01-KA220-SCH-000155287```

This article presents the assumptions and results of the international educational project AutisMusic, implemented under the Erasmus+ programme in four European countries: Poland, Portugal, North Macedonia and Cyprus. The aim of the project is to explore and promote the use of music therapy elements in the education of children on the autism spectrum in mainstream classrooms. Music - as a universal language - can be an effective tool to support the social, emotional and communicative development of children on the autism spectrum. This article discusses the specifics of autism, definitions of music therapy and why music interventions can be effective when working with students on the spectrum. A review of the scientific literature from 2013-2023 on music therapy and autism is presented. The final section presents the results of a survey of 110 teachers from the partner countries. Data presented include the frequency of music use in the classroom, perceptions of the impact of music on the development of children with autism, teachers' level of competence, barriers encountered and the need to develop inclusive educational programmes.