Teacher Education for Inclusion

The TE4I project investigated how all teachers are prepared via their initial training to meet the needs of more diverse learners in the classroom, seeking answers for the following key issues: What kind of teachers do we need for an inclusive society in a 21st century school? and What are the essential teacher competences for inclusive education?

Country reports

Project experts from 25 countries provided information about the situation in their country for the Multicultural Diversity and Special Needs Education project. The country reports have been prepared by the experts  based on a questionnaire for this data collection purpose.

The reports are available as a Word file for download below.

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Assessment in inclusive settings - Phase 2

The end point of Phase 1 of the Agency's Assessment in Inclusive Settings project was a discussion and then an explanation of the concept of inclusive assessment, as well as a series of recommendations for inclusive assessment policy and practice.

The goal of Phase 2 project work (2006–2008) was to develop and also go deeper into the findings from Phase 1 in order to examine how inclusive assessment can be put into practice by exploring inter-connected themes:

Assessment Issues in Non-European Countries: A Brief Review of Literature

This review is one of the outputs of Phase 1 of the Assessment in Inclusive Settings project.

It presents literature describing legislative frameworks, the possible purposes of assessment and developments in assessment practice in primary inclusive education settings in non-European countries. It is not an in-depth study of the field, but rather a small-scale investigation that presents an overview of key issues in assessment policy and practice in non-European (English-speaking) countries.

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