April 2009

1. Assessment in Inclusive Settings - phase 2 project materials available
2. Cyprus Recommendations on Inclusive Settings
3. Bruge Memorandum
4. Contacts and Disclaimer

1. Assessment in Inclusive Settings - phase 2 materials available

Over a 3 year period 25 Agency countries collaborated on the project Assessment in Inclusive Settings. In the first phase the projects first defined and agreed a new concept: Inclusive Assessment.

Inclusive Assessment is an approach to assessment in mainstream settings where policy and practice are designed to promote the learning of all pupils as far as possible and in which the overall goal is that all assessment policies and procedures should support and enhance the successful inclusion and participation of all pupils vulnerable to exclusion, including those with SEN. The summary report and additional information on the first phase of the project can be downloaded at http://www.european-agency.org/site/themes/assessment/phase1.shtml

The second phase explored inclusive assessment in practice via 5 case study sites, identifying implications for policy and practice. This resulted in a clear differentiation of Assessment for Learning (collecting evidence about learning that is used to adapt teaching and plan next steps in learning) and Assessment of Learning (ensuring accountability). Crucial factors for implementing inclusive assessment were determined that were not context specific, but were apparent across all case study sites. These include the infrastructure for assessment (educational policy that facilitates innovative practice and inter-disciplinary support structures) and shared value systems in schools (leadership and vision, positive attitudes towards meeting diversity in education and reflective practice).

All the outcomes of the second phase have led to the development of a collection of materials, which are all available via the Assessment in Inclusive Settings web area.

A short summary of all new materials available is given below:

Implementing Inclusive Assessment: This short report uses the voices of policy makers and practitioners talking about their experiences and practice, to present a synthesis of keys issues for implementing inclusive assessment.

Assessment for Learning and Pupils with Special Educational Needs: This short report discusses the concept of Assessment for Learning and how it can be applied to the education of pupils with SEN. Assessment for Learning aims at improving learning and explores the potential for learning and indicates the next step to be taken in order to promote learning – a crucial approach within Inclusive Assessment.

Outline Indicators for Inclusive Assessment: This document presents a series of outline indicators and associated preconditions that can be used as a guide to ensuring assessment policies, procedures and practice are as inclusive as possible.

All documents are currently available in English at http://www.european-agency.org/site/themes/assessment/phase2.shtml. 20 additional languages will be available in May via www.european-agency.org/publications

In additional to the print materials available and the Assessment in Inclusive Settings web area, the project resulted in an additional web resource. The Assessment Resource Guide is a searchable web database with entries describing (and where possible providing and linking to) tools and materials for supporting teachers and involving pupils and others in assessment. Please visit our Assessment Resource Guide.

2. "Cyprus Recommendations on Inclusive Settings"

In collaboration with the Cypriot Ministry of Education, the Agency hosted an international conference to debate the results of the Assessment in Inclusive Settings project in Limassol in October 2008. The main outcome of this event is the Cyprus Recommendations on Inclusive Assessment. This document presents recommendations to policy makers and practitioners for developing assessment processes that support inclusion. This document was disseminated by the Minister of Education and Culture for Cyprus, Dr Andreas Demetriou, to all his Ministerial colleagues.

The Cyprus Recommendations are in line with key international statements relating to disability and meeting special educational needs, for example the Salamanca Statement (1994) and the United Nations Convention on the Rights of People with Disabilities (2006). In the Cyprus Recommendations all Representatives agree on the term "Inclusive Assessment", as well as stating the goals and principles thereof. All countries represented also agreed that

"... innovative practice in inclusive assessment demonstrates good assessment practice for all pupils".

More details and the actual recommendations can be downloaded in English at http://www.european-agency.org/site/themes/assessment/phase2.shtml and will be available in 21 more languages in May at www.european-agency.org/publications

3. "From Bologna to Bruges and far beyond. Equal opportunities for people with disabilities.”

This memorandum is the output of the Bruges Conference. The Bruges Conference “From Bologna to Bruges and far beyond. Equal opportunities for people with disabilities” took place in Bruges, Belgium from December 1st – 4th 2008. The conference was open to all countries of the European Higher Education Area and there were delegates from Belgium (Flemish and French Community of Belgium), Bulgaria, Croatia, Czech Republic, Denmark (observer), Estonia, Finland, France, Germany, Ireland, Italy, Lithuania, Netherlands, Poland, Slovenia, Sweden, Switzerland and the United Kingdom to discuss the topic of studying and working with disabilities in higher education. The delegations from the participating countries were comprised of policy makers, disability and inclusion officers, as well as students and employees with disabilities.

This memorandum aims to draw attention to the importance of embedding studying and working with disabilities in higher education within the Bologna Process and far beyond. It also wants to emphasise the socio-economic role of higher education institutions in this process. The main challenge for this memorandum is to help raise awareness of the need for equal opportunities for people with disabilities with the aim being to increase the number of students with disabilities studying within the European Higher Education Area.

The ultimate objective for this memorandum is to have the topic of disability included within the Bologna Process work.

The Benelux secretariat who will organise the next Bologna Ministerial meeting in April 2009 is very positive about the outcome and the conference and the Memorandum will be used as background information for this important meeting.

To view this memorandum please visit: www.howest.be/bruges or http://www.ond.vlaanderen.be/hogeronderwijs/beleid/Diversiteitsbeleid/Bruges_Conference.htm to download the memorandum as a file.

4. Contacts and Disclaimer

For more information about the Agency please contact:

European Agency for Development in Special Needs
Østre Stationsvej 33
DK-5000 Odense C
Denmark
Phone: +45 64 41 00 20
Fax: +45 64 41 23 03
E-mail: secretariat@european-agency.org
URL: www.european-agency.org

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The European Agency for Development in Special Needs Education is an independent and self-governing organisation, supported by Agency member countries and the European Institutions (Commission and Parliament). The production of this document has been made possible through support from the Agency member countries as well as the DG Education, Training and Culture of the European Commission.