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Agency Projects

This area lists the most recent Agency projects.  Please see our archive for older projects.

The information on these pages presents information from the first phase of the Country Policy Review and Analysis (CPRA) activities. This phase involved policy makers from France, Italy, Lithuania, Malta, Norway, Portugal, United Kingdom (England) and United Kingdom (Scotland) in piloting work.
Within all European member countries there are moves towards greater educational inclusion. The promotion of equity in educational opportunities is a clear strategic challenge for the EU member States. Countries’ systems of funding for education play a crucial role in ensuring learners from disadvantaged groups – including those with special educational needs and/or disabilities - have access to an inclusive education system at all levels of lifelong learning.
The 3-year (2015-2017) Early Childhood Education project will focus 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 has focussed on information collection via desk research and country data gathering in order to provide an update on the previous Agency financing study from 1999, as well as build on the findings of other Agency and international work.
The 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2016) 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 from 2012.
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.
Here you will find general information on the Information and Communication Technology (ICT) for Inclusion project. This project focusses upon the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
The topic of Organisation of Provision to support inclusive education was identified as a priority for Agency member countries. The project started in 2011 and ended in 2014.
Raising achievement is an imperative and a priority at European level. The RA4AL project aims to address the ways in which inclusive policy and practice can raise the achievement of all learners.
On 7 November 2011, the Agency hosted a European Hearing at the European Parliament in Brussels. The event aimed to provide young people from across Europe, both with and without disabilities and/or special educational needs, the opportunity to express their views on inclusive education based on their own experiences. This web area contains information and materials related to the event.
Vocational Education and Training is a broad concept, usually defined at European level as preparing learners for jobs with a basis in manual or practical activities, traditionally non-academic and entirely related to a specific trade, occupation or vocation.
The IEA project is based on a unique collaboration between the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the European Agency for Development in Special Needs and Inclusive Education (the Agency). The project aims to provide a resource for international and European policy makers working to develop equity and equal opportunities within education systems globally. The starting point for the project was the UNESCO Policy Guidelines for Inclusion in Education, which aim to: ‘… assist countries in strengthening the focus on inclusion ... introduce the broadened concept of inclusive education ... and strengthen policy development’.
All countries need to track the implementation of new educational policies and legislation. Policy makers working in inclusive education suggest they 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 Mapping the Implementation of Policy for Inclusive Education project is to provide them with clear proposals on agreed signposts to track progress towards educational inclusion.
Here you will find an overview on the project i-access: Accessible Information Provision for Lifelong Learning
The topic of Teacher Education for Inclusion was highlighted by all Agency country representatives as being of top priority. The project has run for three years with activities beginning in 2009 and running until the Spring 2012. All information from the project activities are published here.
This web area presents the Key Principles for Promoting Quality in Inclusive Education Project.

This web area presents the results of the Agency project focusing upon an analysis of Multicultural Diversity and Special Needs Education in 25 European countries in 2006-2008. This analysis has been conducted by the European Agency for Development in Special Needs and Inclusive Education, at the request of member countries’ representatives on the topic of Special Needs Education and Immigration. Agency representatives asked to receive information from the different countries about the combined effects of this double issue.

Here you will find information dedicated to Phase 1 and Phase 2 of the Assesment in inclusive settings project.
A project focussing upon the "Development of a set of indicators for the conditions of inclusive education in Europe"