The Legislative Definitions around Learners Vulnerable to Exclusion activity examined how Agency member countries legally define and describe learners’ needs in terms of considering them as groups of learners with special needs or learners vulnerable to exclusion. It also considered how anti-discrimination legislation and legislation for inclusive education define and/or describe learners’ needs, and explored the concept of intersectionality.
Agency team members compiled evidence from Agency member countries to prepare individual country reports, which are available below. The country reports served to identify trends within and across countries on legal definitions related to learners vulnerable to exclusion. The activity report, Legislative Definitions around Learners’ Needs: A snapshot of European country approaches, explains how the country reports were used for the analysis and presents the findings.
Belgium (Flemish community)
Belgium (French community)
United Kingdom (Northern Ireland)
United Kingdom (Scotland)
United Kingdom (Wales)