This summary report presents an overview of the findings of the Classroom and School Practice project, primary school age phase.

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.

The project is mainly focused on primary education; however, an extension to the secondary phase is now being conducted.

The study consists of three phases. In the first phase a literature review has been conducted in the participating countries in order to reveal the current state of the art of effective inclusive practices. In addition, an international (mainly American) literature review was conducted in this phase. This part of the project addresses the question: which practices have proven to be effective in inclusive education?

In the second phase, an attempt has been made to select concrete examples of good practices, and to describe them in a systematic way. In the final phase, exchanges between different countries have been organised in such a way that transfer of knowledge and practices are maximised.

Readers interested in the documents that form the basis of this synthesis report are referred to the Inclusive Education and Classroom Practices where the following documents can be found:

1. The International Literature Review on classroom practices

2. The reports of the Exchanges in seven countries

3.The Country Reports from the participating 15 countries

Download the report in one of the 14 Agency languages as a MS Word document using the links in the table below.