Flexible mechanisms for funding and resource allocation must support the on-going development of school communities and enable them to increase their capacity to respond to diversity and to support all learners, without a formal diagnosis or label.

As countries vary widely, so do funding and resource allocation methods. In all cases, funding must be transparent and equitable, and focus on increasing schools’ capacity to reduce barriers to learning.

More information about the Key Principles for supporting policy development and implementation for inclusive education is available in the Key Principles web area.

Within legislation and policy, there must be a clear concept of equitable high-quality inclusive education, which should inform a single legislative and policy framework for all learners as the basis for rights-based practice.

Within legislation and policy, there must be a clear concept of equitable high-quality inclusive education, agreed with stakeholders. This should inform a single legislative and policy framework for all learners, aligned with key international and European-level conventions and communications, as the basis for rights-based practice.

Developing the Profile for Inclusive Teacher Professional Learning – Implementing the Teacher Professional Learning for Inclusion Phase 2 methodology

Phase 2 of the Teacher Professional Learning for Inclusion (TPL4I) activity revisited the Agency’s 2012 Profile of Inclusive Teachers to consider its relevance and use for all education professionals. This resulted in the 2022 Profile for Inclusive Teacher Professional Learning. 

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