An analysis of the individual country study visits took place with the aim of identifying patterns, i.e. collections of success factors that frequently occur together throughout several examples/study visits.

In order to better understand the VET project outcomes, it is essential to have a general overview of the relevant situation in each of the countries involved. The project made use of existing information from relevant national reports, namely the CEDEFOP country reports on VET systems. All participating countries had previously produced CEDEFOP reports, which were then updated by the national experts where they were out of date as a result of changes that have taken place in the respective country’s VET system.

The aim of the practical analysis was to explore factors that might have a positive or negative impact on VET processes and the outcomes for individual learners with SEN/disabilities. It also aimed to explore the inter-relationships between different factors (some might be essential, while others might be contradictory or mutually exclusive, etc.).

The ICT4I project focuses on the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.

The Organisation of Provision to Support Inclusive Education project collected information on how Agency member countries organise and evaluate provision for learners with disabilities in mainstream schools, and provides an analysis of policy and practice that had a major influence on the success of inclusive education.

Austria

The Teacher Education for Inclusion project has explored how all teachers are prepared via their initial education to be inclusive. The three-year project set out to identify the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession, regardless of the subject, specialism or age range they will teach or the type of school they will work in.

The final TE4I project meeting was held in Brussels on 29 February–1 March 2012. The main aim of this meeting was to provide delegates with an opportunity to discuss the implications of the project findings and the Profile of Inclusive Teachers for their practice. 

The Dissemination Conference was organised in collaboration with the Flemish Ministry of Education and Training, with a half day event being attended by all the country representatives as well as colleagues from the Flemish and French communities of Belgium.