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.
In November 2011, the Agency hosted a Hearing at the European Parliament in Brussels. The Agency's member countries nominated 88 young people, both with and without special educational needs and/or disabilities, from secondary and vocational education, to discuss what inclusive education means to them. This report summarises the ideas and proposals the young people presented at this event.
This report presents the final results of the Mapping the Implementation of Policy for Inclusive Education (MIPIE) project. The project recommendations presented here provide a detailed agenda for the future short, mid and long-term data collection required at national and European levels in relation to mapping the implementation of policy for inclusive education.
The aim of the document is to provide a summary of the main principles for practice that appear to be crucial in providing quality support to learners with diverse needs in mainstream settings.