European Agency for Special Needs and Inclusive Education http://www.european-agency.org/rss.xml en Autism online project launched http://www.european-agency.org/news/autism-online-project-launched <span class="field field--name-title field--type-string field--label-hidden">Autism online project launched</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/user/209" typeof="schema:Person" property="schema:name" datatype="">Rachel Mepsted</span></span> <span class="field field--name-created field--type-created field--label-hidden">Thu, 10/10/2019 - 09:30</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>The French institute for inclusive education, INSHEA, and the Nouvelle École Farny in Geneva, Switzerland, have developed a new training programme for teachers working with pupils with autism spectrum disorder (ASD). </p></div> Thu, 10 Oct 2019 08:30:12 +0000 Rachel Mepsted 26488 at http://www.european-agency.org eBulletin October 2019 http://www.european-agency.org/news/ebulletin-october-2019 <span class="field field--name-title field--type-string field--label-hidden">eBulletin October 2019</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/user/209" typeof="schema:Person" property="schema:name" datatype="">Rachel Mepsted</span></span> <span class="field field--name-created field--type-created field--label-hidden">Tue, 10/01/2019 - 14:49</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p><a href="https://us6.campaign-archive.com/?u=f5d5c0af5ae79d814d3545261&amp;id=1d0d7bb0d6&amp;e=[UNIQID]">Access the October 2019 eBulletin in html format here</a></p> </div> Tue, 01 Oct 2019 13:49:04 +0000 Rachel Mepsted 26487 at http://www.european-agency.org Teachers’ Professional Learning for Inclusion http://www.european-agency.org/projects/TPL4I <span class="field field--name-title field--type-string field--label-hidden">Teachers’ Professional Learning for Inclusion</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/users/timothy-bevan" typeof="schema:Person" property="schema:name" datatype="">Timothy Bevan</span></span> <span class="field field--name-created field--type-created field--label-hidden">Mon, 09/30/2019 - 13:49</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>The topic of teachers’ professional learning is a top priority for all Agency member countries. International bodies and the European Union have also placed it high on the policy agenda.</p> <p>The Teachers’ 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. It focuses on all policies to enhance teachers’ professional learning (TPL). These include initial teacher education, induction, continuing professional development, and teacher educators’ learning.</p> <h2>Project framework</h2> <p>To make inclusive education a reality, all teachers must be effectively prepared to support all learners to participate in all educational opportunities. Therefore, policy development for teachers’ preparation for inclusion should be an integral part of the policy framework for developing inclusive education systems. A lack of a clear policy for TPL to include all learners is a barrier to implementing the United Nation Convention on the Rights of Persons with Disabilities (2006). Moreover, it means teachers and other educators are unaware of the vision of inclusive education and their role in promoting equity and providing quality education to all.</p> <p>Within the project, the term <strong>teachers’ professional learning</strong> covers initial teacher education and teachers’ continuing professional development, including induction and in-school learning opportunities. The project is concerned with <strong>all teachers</strong> (i.e. early education teachers, primary teachers, secondary teachers, vocational teachers, adult education teachers and specialists collaborating with classroom or subject teachers, as well as teacher educators) and <strong>all learners</strong> (i.e. learners who attend a mainstream school, including at-risk learners such as learners of migrant origins, learners from disadvantaged socio-economic backgrounds, learners with disabilities, non-native language speakers, refugees, etc.).</p> <h2>Participants and target group</h2> <p>The TPL4I project aims to involve all Agency member countries in the process. In particular, the project team will explore national policies on TPL for inclusion using online country information. Feedback on country reports will be requested during the project.</p> <h2>Aims</h2> <p>The TPL4I project aims to examine the issue of preparing all teachers to include all learners from a policy perspective. It regards TPL for inclusion as a continuum of professional learning and as an essential part of developing inclusive education systems. The project’s overall goal is to suggest a comprehensive policy framework for TPL for inclusion.</p> <p>To reach this goal, the project aims to answer the following questions:</p> <ul><li>What current policy priorities for TPL can be identified in international and European-level documents and in the research literature?</li> <li>What national policy frameworks for TPL are in place in participating Agency member countries and how are these situated within different national contexts (i.e. within ministries, qualifications agencies, professional bodies, etc.)?</li> <li>What policy elements/frameworks are needed to prepare all teachers to include all learners?</li> <li>What policy priorities for TPL required to prepare all teachers to include all learners need further investigation at European level?</li> </ul><p>The information from this final question will help to identify potential activities for a further phase of project work.</p> <h2>Project activities and outputs</h2> <p>The TPL4I project involves desk-based tasks. In the project’s first year, it will deliver:</p> <ul><li>a literature review on international policy for TPL for inclusion and research policy recommendations;</li> <li>an initial mapping grid for TPL for inclusion to gather and categorise countries’ policy information on TPL for inclusion.</li> </ul><p>In the project’s second year, feedback from member countries will be required to:</p> <ul><li>deliver updated country dossiers on TPL for inclusion;</li> <li>develop a summary report;</li> <li>construct a comprehensive policy framework for preparing teachers to include all learners.</li> </ul><p>The project will be completed by June 2020.<br />  </p> </div> <div class="field field--name-field-theme field--type-entity-reference field--label-hidden field__items"> <div class="field__item">assessment</div> <div class="field__item">classroom practice</div> <div class="field__item">compulsory education</div> <div class="field__item">country policy review</div> <div class="field__item">data collection</div> <div class="field__item">early childhood education</div> <div class="field__item">higher education</div> <div class="field__item">lifelong learning</div> <div class="field__item">multicultural diversity</div> <div class="field__item">organisation of provision</div> <div class="field__item">policy analysis</div> <div class="field__item">post-compulsory education</div> <div class="field__item">pre-school education</div> <div class="field__item">school leadership</div> <div class="field__item">social inclusion</div> </div> Mon, 30 Sep 2019 12:49:18 +0000 Timothy Bevan 26486 at http://www.european-agency.org Preventing School Failure: Review of the Literature published http://www.european-agency.org/news/preventing-school-failure-review-literature-published <span class="field field--name-title field--type-string field--label-hidden">Preventing School Failure: Review of the Literature published</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/user/209" typeof="schema:Person" property="schema:name" datatype="">Rachel Mepsted</span></span> <span class="field field--name-created field--type-created field--label-hidden">Mon, 09/30/2019 - 11:21</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>The Agency has published a new Review of the Literature as part of the Preventing School Failure (PSF) project.</p> <p>The PSF project, which began in 2018, examines the evidence to suggest that inclusive education policies have the potential to prevent school failure – both in relation to individuals and the overall system.</p></div> Mon, 30 Sep 2019 10:21:11 +0000 Rachel Mepsted 26485 at http://www.european-agency.org Agency participation in the second European Education Summit http://www.european-agency.org/news/agency-participation-second-european-education-summit <span class="field field--name-title field--type-string field--label-hidden">Agency participation in the second European Education Summit</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/user/209" typeof="schema:Person" property="schema:name" datatype="">Rachel Mepsted</span></span> <span class="field field--name-created field--type-created field--label-hidden">Mon, 09/23/2019 - 10:03</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Agency Director, Cor J. W. Meijer, will be taking part in the <a href="https://ec.europa.eu/education/summit_en">second European Education Summit</a> in Brussels on 26 September.</p> <p>The Summit, which will be hosted by Tibor Navracsics, Commissioner for Education, Culture, Youth and Sport, is entitled ‘Teachers first: excellence and prestige for the European Education Area’. It will cover topics including the challenges faced by teachers, the support they receive and their role in bridging education and active participation in society.</p></div> Mon, 23 Sep 2019 09:03:24 +0000 Rachel Mepsted 26484 at http://www.european-agency.org Agency support for inclusive education in the Czech Republic http://www.european-agency.org/news/agency-support-inclusive-education-czech-republic <span class="field field--name-title field--type-string field--label-hidden">Agency support for inclusive education in the Czech Republic</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/user/209" typeof="schema:Person" property="schema:name" datatype="">Rachel Mepsted</span></span> <span class="field field--name-created field--type-created field--label-hidden">Fri, 09/20/2019 - 09:29</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>The Agency will provide technical support to the Czech Ministry of Education, Youth and Sports (MŠMT) to promote more inclusive and equitable learning opportunities for all learners in the Karlovarský and Ústecký regions of the Czech Republic. The project is funded by the European Union’s <a href="https://ec.europa.eu/info/funding-tenders/funding-opportunities/funding-programmes/overview-funding-programmes/structural-reform-support-programme-srsp_en">Structural Reform Support Programme (SRSP)</a> and will be delivered in 2019 and 2020.</p></div> Fri, 20 Sep 2019 08:29:50 +0000 Rachel Mepsted 26483 at http://www.european-agency.org Inclusive Education in Action Case Studies http://www.european-agency.org/news/inclusive-education-action-case-studies-0 <span class="field field--name-title field--type-string field--label-hidden">Inclusive Education in Action Case Studies</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/user/209" typeof="schema:Person" property="schema:name" datatype="">Rachel Mepsted</span></span> <span class="field field--name-created field--type-created field--label-hidden">Thu, 09/19/2019 - 11:17</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>The <a href="https://www.inclusive-education-in-action.org/">Inclusive Education in Action (IEA) website</a> presents a collection of important and interesting case studies from around the world. These case studies can be used as a resource for international policy-makers who are working to develop equity and equal opportunities within education systems globally.</p></div> Thu, 19 Sep 2019 10:17:36 +0000 Rachel Mepsted 26482 at http://www.european-agency.org Preventing School Failure: A Review of the Literature http://www.european-agency.org/resources/publications/preventing-school-failure-literature-review <span class="field field--name-title field--type-string field--label-hidden">Preventing School Failure: A Review of the Literature</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/users/aine-wynne" typeof="schema:Person" property="schema:name" datatype="">Aine Wynne</span></span> <span class="field field--name-created field--type-created field--label-hidden">Wed, 09/18/2019 - 16:10</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>The <a href="/projects/PSF">Preventing School Failure (PSF) project</a> examines the evidence to suggest that inclusive education policies have the potential to prevent school failure – both in relation to individuals and the overall system.</p> <p>The project focuses on desk research, which incorporates two parallel strands. The first strand reviews and analyses European and international research literature on preventing school failure. The second strand focuses on existing national policy measures for preventing school failure.</p> <p>This review of the literature is the result of the first strand of project activities. It gives an overview of European and international research on the prevention of school failure in relation to inclusive education. It aims to identify ways that inclusive education can prevent school failure. The review identifies key concepts and themes underpinning policy and practice for preventing school failure. Its findings inform and complement the second strand of the project and the development of the project synthesis report.</p> <p>Download the literature review below in English.</p> </div> <div class="downloads field field--name-field-attachments field--type-file field--label-above"> <div class="field__label"> Downloads <span class="show-hide"> <span>Hide</span> 1 file </span> </div> <div class="field__items"> <span class="info">Please select a file below to open it in a new window, or right click and 'Save link as' to download the file to your local computer.</span> <div class="field__item"><div class="item-list"><ul><li> <span class="application-pdf"> <span class="icon"><i></i></span> <span class="lang">English</span> <a href="http://www.european-agency.org/sites/default/files/psf_literature_review.pdf" target="_blank">Preventing_School_Failure_Literature_Review.pdf</a> </span> </li></ul></div></div> </div> </div> <div class="field field--name-field-theme field--type-entity-reference field--label-hidden field__items"> <div class="field__item">classroom practice</div> <div class="field__item">compulsory education</div> <div class="field__item">drop-out</div> <div class="field__item">early school leaving</div> <div class="field__item">organisation of provision</div> <div class="field__item">policy analysis</div> <div class="field__item">raising achievement</div> <div class="field__item">social inclusion</div> <div class="field__item">transition to employment</div> </div> Wed, 18 Sep 2019 15:10:35 +0000 Aine Wynne 26481 at http://www.european-agency.org The Agency at the UNESCO International Forum on Inclusion and Equity in Education http://www.european-agency.org/news/agency-unesco-international-forum-inclusion-and-equity-education <span class="field field--name-title field--type-string field--label-hidden">The Agency at the UNESCO International Forum on Inclusion and Equity in Education</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/user/209" typeof="schema:Person" property="schema:name" datatype="">Rachel Mepsted</span></span> <span class="field field--name-created field--type-created field--label-hidden">Wed, 09/18/2019 - 13:07</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Financing and teacher education are two main areas we should focus on to make progress in inclusive education. This was the overarching theme in Agency Director Cor J. W. Meijer’s input at a panel session during the <a href="https://en.unesco.org/themes/inclusion-in-education/international-forum-2019">International Forum on Inclusion and Equity in Education</a>, which took place on 11–13 September in Cali, Colombia.</p></div> Wed, 18 Sep 2019 12:07:14 +0000 Rachel Mepsted 26480 at http://www.european-agency.org Preventing School Failure: Examining the Potential of Inclusive Education Policies in Relation to the System and Individuals http://www.european-agency.org/projects/PSF <span class="field field--name-title field--type-string field--label-hidden">Preventing School Failure: Examining the Potential of Inclusive Education Policies in Relation to the System and Individuals</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span lang="" about="/users/timothy-bevan" typeof="schema:Person" property="schema:name" datatype="">Timothy Bevan</span></span> <span class="field field--name-created field--type-created field--label-hidden">Fri, 09/13/2019 - 09:24</span> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Building school capacity and combating school failure are crucial steps in the efforts to develop more inclusive education systems. Recent Agency work – particularly the <a href="https://www.european-agency.org/projects/organisation-provision-support-inclusive-education">Organisation of Provision to Support Inclusive Education</a> and <a href="https://www.european-agency.org/projects/raising-achievement-all-learners-inclusive-education">Raising the Achievement of All Learners in Inclusive Education</a> projects – has highlighted this. School failure has been linked to a lack of inclusion and fairness in the education system. While preventing school failure at the system level is frequently mentioned as an important issue, a focus on individual learners seems to prevail.</p> <p>The Preventing School Failure (PSF) project aims to address this gap, by highlighting the link between school failure and inclusive policies. It particularly aims to examine the evidence to suggest that inclusive education policies have the potential to prevent school failure – both in relation to individuals and the overall system. To this end, the following key project questions guide the project activities:</p> <ol><li>How do Agency member countries’ policies for inclusive education understand and deal with preventing school failure in relation to whole-system issues and individual learners?</li> <li>What does research literature say about the relationship between preventing school failure and inclusive education systems?</li> <li>What inclusive policy elements and frameworks appear to be necessary to prevent school failure?</li> </ol><h2>Project framework</h2> <p>The project considers inclusive policy frameworks at national and local levels that effectively support schools to develop in ways that include all learners, prevent failure and ensure learner success in school and life. By examining system-level approaches, it extends the consideration of school failure to the system perspective, rather than individual learners.</p> <p>Project activities started in 2018 and will continue throughout 2019.</p> <h2>Participants and target group</h2> <p>One of the project activities involves collecting information from Agency member countries through a country survey. The aim is to identify national policy approaches to dealing with school failure. The following countries are participating in the project: Czech Republic, Estonia, Germany, Greece, Iceland, Ireland, Latvia, Malta, Serbia, Slovakia, Sweden, UK (Northern Ireland) and UK (Scotland).</p> <p>Information from these 13 education systems will be used for a deeper analysis of some of the policies and measures that are directly related to preventing school failure. The project synthesis report will present this analysis.</p> <p>The main target group for the project outcomes will be national-level policy-makers for inclusive education.</p> <h2>Aims</h2> <p>The project aims to provide a comprehensive overview of available policy and research literature related to preventing school failure. The project’s added value will be to identify the inclusive policy elements that can ensure that schools become more engaging and equitable at the same time.</p> <h2>Project activities and outputs</h2> <p>The project focuses on desk research. It incorporates two parallel strands/activities:</p> <p>The first strand reviews and analyses European and international research literature regarding the prevention of school failure in relation to inclusive education.</p> <p>The second strand focuses on existing national policy measures for preventing school failure. It involves collecting information from participating countries through a country survey, with the aim of identifying their policy approaches to dealing with school failure.</p> <p>The planned project outputs are:</p> <ul><li>An <a href="/resources/publications/preventing-school-failure-literature-review">international literature review</a>: this provides an overview of European and international research regarding the prevention of school failure in relation to inclusive education.</li> <li>A project synthesis report, based on the combined evidence from the two activity strands. Overall, this output will embed all project information (wider policy framework, findings from the literature review and country information) into a comprehensive policy review and will conclude by recommending preventative policy approaches to school failure.</li> <li>A summary of the project findings and implications/recommendations for policy-makers.</li> </ul></div> <div class="field field--name-field-theme field--type-entity-reference field--label-hidden field__items"> <div class="field__item">classroom practice</div> <div class="field__item">drop-out</div> <div class="field__item">early school leaving</div> <div class="field__item">organisation of provision</div> <div class="field__item">policy analysis</div> <div class="field__item">raising achievement</div> <div class="field__item">transition to employment</div> </div> Fri, 13 Sep 2019 08:24:18 +0000 Timothy Bevan 26479 at http://www.european-agency.org