A report containing five relevant messages summarising an essential part of the work conducted by the Agency in the last decade and which address relevant issues in the field of inclusive education.
A glossary of 372 terms in the 22 official languages of the European Agency for Special Needs and Inclusive Education, containing key words and expressions from Agency thematic and project work.
Research papers presented at the 'Inclusive Education in Europe: Putting Theory into Practice' conference.
This document provides a brief synthesis of 28 country reports regarding policies and practices in the area of vocational education and training (VET) in the field of special needs and inclusive education.
This report presents the main findings from the Agency Information and Communication Technology for Inclusion (ICT4I) project and draws upon all sources of project information developed during project activities.
Participation of Learners with SEN/Disabilities in VET. 2013
Raising Achievement for all learners is a priority at European level as set out in the Education and Training 2020 Framework (ET 2020) and the high cost of school failure is increasingly being recognised. Raising the achievement of all learners is not a policy initiative but an ethical imperative that will best be achieved by providing quality education in inclusive settings.
The Agency SNE data collection is a biennial exercise with data provided by the Representatives of the Agency. In all cases this data is from official ministerial sources.
This report is a summary of the main findings of the one-year Accessible Information for Lifelong Learning (i-access) project, including a review of European and international policy and recommendations on accessibility, a country survey on accessibility policy and implementation and project conference inputs and conclusions.
The Profile of Inclusive Teachers has been developed as one of the main outputs of the Teacher Education for Inclusion project and it presents information on what essential values and areas of competence should be developed within all initial teacher education programmes.