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A single curriculum framework is needed that is sufficiently flexible to provide relevant opportunities for all learners, and an assessment framework that recognises and validates attainment and wider achievement.
A strategy is needed to support all learners at times of transition between phases of education – and particularly as they move into adult life.
A comprehensive quality assurance and accountability framework for monitoring, review and evaluation will support high-quality provision for all learners.
Flexible mechanisms for funding and resource allocation must support the on-going development of school communities and enable them to increase their capacity to respond to diversity and to support all learners, without a formal diagnosis or label.
Within legislation and policy, there must be a clear concept of equitable high-quality inclusive education, which should inform a single legislative and policy framework for all learners as the basis for rights-based practice.
Changing the role of specialist provision towards supporting inclusive education is closely related to ensuring the rights of all learners to high-quality inclusive education.
Policy can build capacity for teacher professional learning for inclusion in various ways, including collaborative approaches and providing adequate funding and effective monitoring.
Policy must review goals and consider competence areas for teacher professional learning for inclusion, and ensure a continuum of support for all teachers, schools and higher education institutions.
To prepare all teachers for inclusion, all educators must have access to a coherent and continuous range of professional learning opportunities focusing on equity and inclusion.
Data analysis reveals the need to further enable specialist provision to act as a resource for mainstream provision and to equip stakeholders to implement inclusive education.
Policy developments in governance mechanisms are needed to support co-operation between specialist and mainstream provision at all levels.