Collaborative work within ministries of education, and with other ministries, institutions and authorities, is a prerequisite to ensure coherent policies for inclusive education.
A collaborative approach helps to identify existing policies that unintentionally contribute to exclusion and work against the goal of inclusive education.
Sustainable development towards inclusive education requires a combination of three policy approaches – prevention, intervention and compensation.
The goal of inclusive education systems is supported by policy actions designed to prevent different forms of educational exclusion before they happen, rather than compensate with specific actions when prevention and intervention provisions are not enough to ensure that learners’ needs in inclusive settings are met.
Inclusive education is not only about policies to support individual learners. A comprehensive range of policies at all levels must refer to and implement inclusive education.
Country Policy Review and Analysis (CPRA) work shows the importance of developing a range of interconnected policies and strategies to implement the principles of inclusive education. These policies are necessary to meet a significant number of measures and recommendations that are related to previous Agency work, EU education and training objectives, and international policy commitments, i.e. Article 24 of the UN Convention on the Rights of Persons with Disabilities
A strategy is needed to support all learners at times of transition between phases of education – and particularly as they move into adult life.
A strategy is needed to support all learners at times of transition between phases of education – and particularly as they move into adult life – through vocational education and training, further and higher education, independent living and employment.
Transition between education levels requires co-ordination to ensure that delivery of education continues smoothly, particularly for learners who are potentially vulnerable to underachievement.
Inclusive education systems require a strategy to increase participation in quality inclusive early childhood education and support families experiencing disadvantage.
Children who participate in early childhood education and care benefit in terms of overall development and academic performance. It improves their social inclusion and long-term life chances.
More information about the Key Principles for supporting policy development and implementation for inclusive education is available in the Key Principles web area.