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Inclusive Education: Take Action!

On 16 October 2015 the Luxembourg Presidency of the European Union hosted the Agency’s fourth Hearing entitled ‘Inclusive education: Take action!’. The aim of the event was to empower and ensure the involvement of learners in shaping educational policies.

A ‘continuum of support’ is needed to enable teachers to take responsibility for all learners and meet their diverse needs

Removing Barriers and Changing Attitudes

Marina participated in the Agency’s European Hearing in 2007 in Lisbon. She was invited to the 2015 Hearing in Luxembourg to observe three workshops and to present her impressions in the plenary session. Here are her impressions from these two events.

Nothing About Us Without Us!

Elin participated in the Agency’s European Hearing in 2011 in Brussels, and was invited again in 2015 to the Hearing Luxembourg to observe three workshops and present her impressions in the plenary session. Listen to her views on inclusive education and how these events affected her life.

Mainstream schools need to be supported to address the needs of a heterogeneous pupil population regardless of their special educational needs and ethnic origin.
Emerging technologies present clear challenges, but also huge opportunities for widening access and participation in inclusive education.
Everything about us, with us! Young people should be directly involved in all decision-making concerning them.
Raising the achievement of all learners requires collaborative working across all levels of the system – and among all services in local communities.
Monitoring the effectiveness of systems for inclusive education is a clear policy priority for many European countries.
Policy makers and decision makers should reflect upon the extent to which national legislation ensures that children – in particular those who are vulnerable to marginalisation and exclusion – are at the forefront of policy making.
Inclusive education systems are a vital component of more socially inclusive societies, an ideal which all Agency member countries align themselves with, both ethically and politically.
Policy makers require wide-ranging information from a variety of complementary approaches to data collection in order to inform policy developments for inclusive education.

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