Welcome to the Organisation of Provision to Support Inclusive Education project web area!
The topic of organisation of provision to support inclusive education has been identified as a priority for member countries. The Organisation of Provision project explored this area of work between 2011 and 2014.
The key question for the project was: How do countries organise their systems of provision to meet the needs of learners identified as having disabilities? The project used the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) definition of disability and focused on provision in inclusive settings within the compulsory school sector.
The project has:
- Gathered information on how countries currently organise and evaluate provision for learners with disabilities in mainstream schools. This included the developing role of special schools and settings;
- Provided an in-depth analysis of country policy and practice that focuses on the factors (at various levels) that had a major influence on the success of inclusive education;
- Considered the practical implementation of these theoretical ideas and innovative ways forward to improve systems of provision for learners with disabilities in mainstream schools in different country contexts.
The following countries took part in the Organisation of Provision project: Austria, Belgium (Flemish Community), Belgium (French Community), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Latvia, Lithuania, Malta, Netherlands, Norway, Poland, Portugal, Slovenia, Sweden, UK (England), UK (Northern Ireland), UK (Scotland), UK (Wales).
1. Literature Review:
The literature review draws on relevant research and literature post-2000 and past Agency work. It provides the conceptual framework for the project and explores:
- Inclusion as a process of change
- Strengthening the capacity of mainstream settings
- Systems of support at community, school and classroom levels
- The role of special schools in a policy climate of inclusion
- Resource allocation and funding approaches.
The literature review (in English only) is available to download.
2. Country Information
Country information has been collected from participating countries via a questionnaire which focused on:
- country definitions of inclusive education;
- implementation of the United Nations Convention on the Rights of Persons with Disabilities;
- legislative background; funding and allocation of resources;
- systems of support and multi-agency services and the role of special schools and settings.
The outcomes of this survey was used to compile the project final report and to update country information on the Agency website.
3. Country visits
As part of the project questionnaire, countries provided examples of practice. Visits were undertaken in spring 2013 to five selected countries, to look at provision relating to particular project themes. The following reports are available on the project visits from:
- Essunga, Sweden - to explore ways to strengthen the capacity of mainstream schools
- Vienna, Austria - to look at a collaborative approach to quality management
- Flensburg, Germany - to investigate collaboration and networking to support the needs of learners with disabilities (also available in German)
- Ljubljana, Slovenia - to look at developing the role of special schools to provide a resource to support mainstream
- Valetta, Malta - to study in-class support and the roles of different personnel in schools/communities.
4. Thematic seminars
Following successful visits to the above examples, the five countries involved all hosted a seminar in autumn 2013. Project participants had the opportunity to explore the key project themes and look at relevant factors underpinning policy and practice to support learners with disabilities in mainstream settings. The seminars also considered issues around the management of change and implementation of project findings. Seminar materials are available at this link.
5. Project synthesis report
Findings from the project research, visits and thematic seminars, together with recommendations for this area of work have been summarised in the project synthesis report, available in 22 languages.
An additional material is a policy brief, which contains key recommendations for policy makers.
6. A resource to support collaborative policy development in inclusive education
The project findings have also been used to produce a resource to support decision-makers at national and local levels in moving towards more inclusive approaches.
For further information, please contact the Agency Secretariat: email@example.com