We carry out projects involving our extensive network in Agency member countries. The aim is to provide member countries and stakeholders at the European level with evidence-based information and guidance on implementing inclusive education systems.
Read about the various Agency projects in detail below.
For further information on any of the Agency projects, please contact the Secretariat: email@example.com
The Teacher Professional Learning for Inclusion (TPL4I) project sets out to explore key aspects of this issue. The initial project work aims to identify the essential policy elements needed to prepare all teachers to include all learners.
The goal of the Country Policy Review and Analysis (CPRA) work is to aid country reflection regarding the development of policy for inclusive education. It aims to act as a tool for stimulating discussion in the country concerned.
The 3-year Inclusive Early Childhood Education (IECE) project focuses upon the fact that early childhood educational experiences have an important impact on a person’s life – provision of high quality early childhood education has positive effects on achievement and social adaptation of children.
The Raising the Achievement of All Learners in Inclusive Education project aims to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners. This work builds on the previous Raising Achievement for all Learners (RA4AL) Agency project.
The ICT4IAL project is a multi-disciplinary network of European and international partners that represent both learning and ICT communities aiming to raise awareness and increase the visibility of the issue of accessible information provision and its relevance for equitable lifelong learning opportunities and support accessible information provision within organisation.
This project aims to identify and investigate the relevant key aspects of VET programmes for learners with SEN, with a clear link to employment opportunities. In particular, the project investigates what works in VET for learners with SEN and why.
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 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?
The two phases of the Assessment in Inclusive Settings project examines how assessment policy and practice can support effective decision-making about teaching and learning approaches, methods and steps.
Two consecutive projects focusing on the development of a set of indicators for inclusive education in Europe.