Policy-makers working in inclusive education need to know what qualitative and quantitative information to collect and the best methods of doing this in order to map the implementation of policies for inclusive education. The goal for the MIPIE project is to provide them with clear proposals on agreed signposts to track progress towards educational inclusion.

This project set out to use existing European and international policy and standards for information accessibility as a basis for discussing the implications, as well as the practical implementation of accessible information provision within lifelong learning.

The theme for the TE4I country study visit held on 31 May–2 June 2010 was examining how competence profiles fit in with developing policy initiatives for inclusive education. Specifically, exploring what policy frameworks for teacher education as well as inclusive education are needed for such a profile to be implemented.

Presentations included:

The theme for the TE4I country study visit held on 25–27 May 2010 was exploring how teacher educators can all ensure students are prepared to be inclusive teachers, specifically how these professionals can work in inclusive ways so as to model inclusive practice for their students.

Presentations included:

The theme for the TE4I country study visit held on 11–13 May 2010 was considering the content areas of a competence profile, then specifically considering what form of initial teacher education is needed to develop the knowledge and skills in such a profile.

Presentations included:

The theme for the TE4I country study visit held on 5–7 May 2010 was considering how a profile of competencies can help support the development of the attitudes and values as well as knowledge and skills necessary for inclusive education. 

Presentations included:

The theme for the TE4I country visit held on 28–30 April 2010 was exploring the Northern Ireland Teacher Competences to develop inclusive practitioners and considering the wider potential implications for the mainstream education system that need to be considered for teachers to use/implement these competences in the best way.

Presentations included:

Within the TE4I project, focused country information was collected in order to provide:

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?

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.