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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.
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.
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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.

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