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Policy makers require wide-ranging information from a variety of complementary approaches to data collection in order to inform policy developments for inclusive education.
Follow-up is required to safeguard the transition from education to employment, which leads to sustainable jobs in the open labour market.
The vision of a more equitable education system requires teachers who are equipped with the competences to meet a range of diverse needs.

Working towards Inclusive Education in Europe

Agency Director Cor J.W. Meijer and former Agency Chair Per Ch Gunnvall present the European Agency for Special Needs and inclusive Education. We are an independent organisation that acts as a platform for collaboration for the ministries of education in our member countries.

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The ICT4I project

ICT for inclusion was agreed as being a priority for the European Agency for Special Needs and Inclusive Education member countries in the 2010 Country Survey.

The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.

Young Voices on Inclusive Education

More than 240 young people representing secondary, vocational and higher education participated in the three previous Hearings. The Agency’s member countries nominated the young people. These Hearings aim to give young people from across Europe an opportunity to make their voices heard.

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Teacher Education for Inclusion

The TE4I project ran between 2009 and 2012 with 25 Agency member countries participating in the project. 55 experts took part in activities including; SNE specialist teacher educators and policy makers, Mainstream teacher educators and policy makers.

Efficient evaluation mechanisms need to be developed to ensure the quality and effectiveness of early childhood intervention provision and delivery.
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Organisation of Provision to Support Inclusive Education

The OoP project (2011 – 2014) set out to address the question: 
How are systems of provision organised to meet the needs of learners (identified as having disabilities under the UN Convention on the Rights of Persons with Disabilities) in inclusive settings within the compulsory school sector?

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