During the European Hearing organised by the Agency in co-operation with the Luxembourg Presidency of the European Union in 2015, the young delegates discussed the impact of inclusive education in being fully included in society.
They considered that all learners need to learn together in order to live together. They stated that this is the first step in the process towards social inclusion. The younger they get together the better for all in order to learn respecting differences and mutual tolerance. Young pupils learn from an early age to communicate, welcome and share different experiences and recognize strengths rather than focus on weaknesses. They learn at school to be considered for what they can do and not for their disability or how they look. They indicated that learning together in school will enable them to find their place and be included in the society.
For more information on the European Hearing entitled ‘Inclusive Education: Take Action! Luxembourg Recommendations’, visit the event’s web area.
Follow-up is required to safeguard the transition from education to employment, which leads to sustainable jobs in the open labour market.
One of the conclusions of the Agency’s Vocational Education and Training (VET) project (2010–2012) is that in the transition from education from employment, competent staff must undertake follow-up activities for as long as required, in order to meet the needs of young graduates and employers.
The provision of follow-up activities is supported by:
- Having sufficient staff and resources available throughout the transition;
- Maintain good connections with local employers;
- Performing practical training as well as offering supported employment models in their companies;
- Adapting pedagogical methods/techniques suitable for maintaining learners’ employment and using individual plans.
For more information on this project, visit the project web area.
The vision of a more equitable education system requires teachers who are equipped with the competences to meet a range of diverse needs.
Teacher education for inclusion – equipping all teachers to meet the increasingly diverse needs of learners – makes a major contribution to a range of policy issues, including addressing educational disadvantage and early school leaving, raising achievement and breaking down barriers experienced by vulnerable groups.
The Teacher Education for Inclusion (TE4I) Agency project identified four core values as the basis for the necessary competences for teachers working in inclusive education:
- valuing pupil diversity
- supporting all learners
- working with others
- continuing personal professional development