Zero Project Conference 2024: Inclusive education and ICT
The Zero Project Conference brings together stakeholders from around the world to discuss topics related to disability inclusion.
Developing the inclusive education app in France: Study visits and stakeholder consultation
The study visits in February 2024 collected stakeholder feedback on a digital app for inclusive education.
Country Policy Development Support
The Country Policy Development Support (CPDS) activity is central to EASNIE’s role as an agent for policy change in inclusive education.
The CPDS work supports reflection on country policy development and implementation issues for inclusive education. CPDS is an individualised activity for all EASNIE member countries.
Celebrating Inclusion in Education – the 30th anniversary of the Salamanca Statement
The Agency is participating in a global event to mark the 30th anniversary of the Salamanca Statement on 13 March.
Transforming Education in a Digital World to Enable Inclusive Learning Experiences
This think piece presents key changes in thinking and concepts around inclusive education and developments in digital technology.
Thematic Country Cluster Activities
As part of its aim to be an active agent for change, EASNIE has developed a new way of working with its member countries. The Thematic Country Cluster Activities (TCCA) began in 2023, addressing EASNIE member countries’ priorities by working in small clusters of countries.
Towards a Multi-Level, Multi-Stakeholder Quality Assurance, Monitoring and Accountability Framework
This literature review documents and discusses recent findings from international and academic literature relating to three priority areas for inclusive education systems.
Fostering Inclusive Quality Education in Finland and Ireland
A kick-off event took place on 18 January in Dublin, Ireland, to officially start the Fostering Inclusive Quality Education in Finland and Ireland project.
The COVID-19 pandemic showed that digital and inclusive education promote greater system resilience. Organisations that had prepared for inclusive digital education before COVID-19 seemed to fare better in the crisis.
Ensuring resilience is a horizontal task that extends through all levels of the education system. Policy can establish conducive framework conditions and protective factors that make educational organisations more resilient.