| European Agency for Special Needs and Inclusive Education

Follow-up is required to safeguard the transition from education to employment, which leads to sustainable jobs in the open labour market.

Read more about Follow-up is required to safeguard the transition from education to employment, which leads to sustainable jobs in the open labour market.

Learning together in schools enables all students to find their place and be included in society.

Read more about Learning together in schools enables all students to find their place and be included in society.

Policy makers require wide-ranging information from a variety of complementary approaches to data collection in order to inform policy developments for inclusive education.

Read more about Policy makers require wide-ranging information from a variety of complementary approaches to data collection in order to inform policy developments for inclusive education.

Raising the achievement of all learners requires collaborative working across all levels of the system – and among all services in local communities.

Read more about Raising the achievement of all learners requires collaborative working across all levels of the system – and among all services in local communities.

Inclusive education systems are a vital component of more socially inclusive societies, an ideal which all Agency member countries align themselves with, both ethically and politically.

Read more about Inclusive education systems are a vital component of more socially inclusive societies, an ideal which all Agency member countries align themselves with, both ethically and politically.

Policy makers and decision makers should reflect upon the extent to which national legislation ensures that children – in particular those who are vulnerable to marginalisation and exclusion – are at the forefront of policy making.

Read more about Policy makers and decision makers should reflect upon the extent to which national legislation ensures that children – in particular those who are vulnerable to marginalisation and exclusion – are at the forefront of policy making.

Everything about us, with us! Young people should be directly involved in all decision-making concerning them.

Read more about Everything about us, with us! Young people should be directly involved in all decision-making concerning them.

The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.

Read more about The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.

Emerging technologies present clear challenges, but also huge opportunities for widening access and participation in inclusive education.

Read more about Emerging technologies present clear challenges, but also huge opportunities for widening access and participation in inclusive education.

Monitoring the effectiveness of systems for inclusive education is a clear policy priority for many European countries.

Read more about Monitoring the effectiveness of systems for inclusive education is a clear policy priority for many European countries.