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Inclusive Education and Classroom Practice in Secondary Education
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This summary report presents an overview of the findings of the second phase of the Classroom and School Practice project.
The project focused on revealing, analysing, describing and disseminating classroom practices in inclusive settings in such a way that European teachers can implement inclusive practices on a wider scale in their classrooms. Furthermore, it addressed decision-makers within the educational system to offer the necessary conditions for teachers to become inclusive.
This second phase of the project looked specifically at inclusive classroom practice in secondary schools.
A number of key questions have been addressed, the main questions being: how can differences in the classroom be dealt with, and which conditions are necessary for dealing with differences in classrooms?
Based on an international literature review, case studies in 14 European countries, expert visits in five countries, as well as various discussions involving experts and the European Agency National Co-ordinators, a number of features regarding the development of inclusive classrooms within secondary schools have been identified. These findings could be regarded as possible strategies for improving inclusion within secondary education settings.
The main conclusion of the study is that within the secondary school phase what is good for students with special educational needs (SEN) is good for all students.
Readers interested in the documents that form the basis of this synthesis report are referred to the Inclusive Education and Classroom Practices where all of the information from both phases of the project can be found.
Download the report in one of the Agency languages as a MS Word document using the links in the table below. |
