We carry out activities involving our extensive network in Agency member countries. The aim is to provide member countries and stakeholders at the European level with evidence-based information and guidance on implementing inclusive education systems.
Read about the various Agency activities in detail below.
For further information on any of the Agency activities, please contact the Secretariat: email@example.com
The Agency’s data collection activity (EASIE) provides focused data that informs country policy priorities on inclusive education, the European Commission’s strategic objectives on inclusive education and the implementation of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (2006).
The Key Principles publications systematically present recurring messages in Agency work that support the implementation of high-quality education for all learners.
The 3-year Inclusive Early Childhood Education (IECE) project focuses upon the fact that early childhood educational experiences have an important impact on a person’s life – provision of high quality early childhood education has positive effects on achievement and social adaptation of children.
The Financing of Inclusive Education project activities have focused on information collection via desk research and country data gathering in order to provide an update on the previous Agency financing study, as well as build on the findings of other Agency and international work.
The Raising the Achievement of All Learners in Inclusive Education project aims to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners. This work builds on the previous Raising Achievement for all Learners (RA4AL) Agency project.
The ICT4IAL project is a multi-disciplinary network of European and international partners that represent both learning and ICT communities aiming to raise awareness and increase the visibility of the issue of accessible information provision and its relevance for equitable lifelong learning opportunities and support accessible information provision within organisation.
The ICT4I project focuses on the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
The RA4AL project aims to address the ways in which inclusive policy and practice can raise the achievement of all learners.
This project aims to identify and investigate the relevant key aspects of VET programmes for learners with SEN, with a clear link to employment opportunities. In particular, the project investigates what works in VET for learners with SEN and why.
Policy-makers working in inclusive education need to know what qualitative and quantitative information to collect and the best methods of doing this in order to map the implementation of policies for inclusive education. The goal for the MIPIE project is to provide them with clear proposals on agreed signposts to track progress towards educational inclusion.
The TE4I project investigated how all teachers are prepared via their initial training to meet the needs of more diverse learners in the classroom, seeking answers for the following key issues: What kind of teachers do we need for an inclusive society in a 21st century school? and What are the essential teacher competences for inclusive education?
The Multicultural Diversity and Special Needs Education project analyses the connection between special needs education and immigration. It involved 25 European countries between 2006 and 2008.