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Early school leaving (ESL) is broadly defined as the phenomenon of young people leaving formal education before completing upper-secondary schooling.
Between 2015 and 2016, the Agency conducted a project on Early School Leaving, which resulted in two reports. The first report was a review of the ESL research evidence focusing on Europe.
This report is a summary of the synthesis report that brings together the main findings of the Inclusive Early Childhood Education (IECE) project. The summary report focuses on the project’s three new contributions to policy-making, research and practice in IECE. These are:
This Self-Reflection Tool was developed as part of the Agency's Inclusive Early Childhood Education (IECE) project, which ran from 2015 to 2017. The project aimed to identify, analyse and subsequently promote the main characteristics of quality IECE for all children. To that end, a need was detected for a tool that all professionals and staff could use to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment. This tool is intended to help improve settings’ inclusiveness.
The European Agency for Special Needs and Inclusive Education (the Agency) is an independent organisation. It acts as a platform for collaboration for the ministries of education in our 31 member countries.
Our work focuses on improving all learners’ achievement at all levels of inclusive lifelong learning. This enhances learners’ life chances and opportunities for actively participating in society.
On 16 October 2015, the Luxembourg Presidency of the Council of the European Union hosted the Agency’s fourth Hearing, entitled ‘Inclusive Education – Take Action!’. Seventy-two young people from across Europe, both with and without special educational needs and/or disabilities, had the opportunity to discuss how their schools and communities ensure inclusive education for them.
This flyer below summarises the young people's recommendations expressed at the Hearing in Luxembourg, later presented to the European Ministers of Education for their consideration.
On 16 October 2015, the Luxembourg Presidency of the Council of the European Union hosted the Agency’s fourth Hearing, entitled ‘Inclusive Education – Take Action!’. Seventy-two young people from across Europe, both with and without special educational needs and/or disabilities, had the opportunity to discuss how their schools and communities ensure inclusive education for them.
Making Your Organisation's Information Accessible For All is an additional output of the ICT for Information Accessibility in Learning (ICT4IAL) project, aimed at organisations. This report can be used in conjunction with the Guidelines for Accessible Information. It builds on lessons learned during the trialling of the Guidelines in three partner organisations.
The Guidelines for Accessible Information were developed by the ICT for Information Accessibility in Learning (ICT4IAL) project, which was a multi-disciplinary network of European and international partners representing both learning and ICT communities.
This paper presents the Agency's position on the aspiration of all Agency member countries to develop more inclusive education systems. More specifically, it presents the essential features of inclusive education systems that will be used to guide the development and direction of Agency activities in the medium to long term.
The Organisation of Provision to Support Inclusive Education project (2011–2014) examined the following key question: how are systems of provision organised to meet the needs of learners identified as having disabilities in inclusive settings within the compulsory school sector?
This report draws together the key issues examined during the project activities and presents a series of recommendations for the organisation of provision and practice to improve support for all learners in mainstream schools, particularly those with disabilities.