Key Principles for Promoting Quality in Inclusive Education – Recommendations for Practice

This document summarises the main principles for practice that appear to be crucial in providing quality support to learners with diverse needs in mainstream settings.

Country Policy Review and Analysis – Methodology Report

This report presents the methodology and materials developed within the first phase of the Country Policy Review and Analysis (CPRA) activities.

Country Policy Review and Analysis – Methodology Report – Revised 2018

This report presents the methodology and materials developed within the first three phases of the Country Policy Review and Analysis (CPRA) activities.

Empowering Teachers to Promote Inclusive Education – Literature Review

This review discusses policy and practice in initial teacher education, continuing professional development and on-going support for teachers. It also considers teacher educators’ development.

Guidelines for Accessible Information

The ICT4I project focuses on the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.

Schools should actively engage with research to support innovative approaches to enable all learners to progress.

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.

Schools should create strong leadership teams which can distribute tasks among stakeholders to ensure sustainability and secure engagement.

Education systems need to move from compensatory approaches, towards more pro-active intervention and prevention approaches that increase all schools’ capacity to provide high-quality support to all learners.

School development should be monitored through an ‘inclusive lens’, focusing on equity across all school structures and processes.

Transition from School to Employment flyer

Flyer presenting key principles and recommendations for policy-makers on matters related to the transition from school to employment.

Teacher Education for Inclusion – Key policy messages

This paper gives an overview of the Teacher Education for Inclusion project conclusions and recommendations, highlighting how they may contribute to policy priorities.

Mapping the Implementation of Policy for Inclusive Education – Key policy messages

This paper gives an overview of the findings of the Mapping the Implementation of Policy for Inclusive Education project, highlighting how the project recommendations contribute to policy initiatives.

Conclusions of the conference 'Inclusive Education: A way to promote social cohesion', Madrid, March 2010

This flyer summarises the conclusions of the 'Inclusive Education: A way to promote social cohesion' conference, held in Madrid in March 2010.

Teacher Professional Learning for Inclusion: Policy Self-Review Tool

This is an open-source Policy Self-Review Tool that policy-makers can use to review policy on teacher professional learning for inclusion.

Implementing Inclusive Assessment

Synthesis of findings from Phase 2 of the Assessment in Inclusive Settings project, outlining essential prerequisites for implementing inclusive assessment policy and practice in mainstream settings.

„Gemeinsam leben. Miteinander lernen.“ - Living together. Learning together.

A new German publication is available on the experiences in the process of implementation of the United Nations Convention on the Rights of Persons with Disabilities.

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?

Seminar on Inclusive Education for Learners with Disabilities

A seminar on inclusive education for learners with disabilities will take place on 16 November 2016 in the European Parliament in Brussels. The deadline for registration is 10 November.

Financing Policies for Inclusive Education Systems: Final Summary Report

This summary report is based on the analysis presented in the FPIES project synthesis report, which examined fundamental topics that connect funding mechanisms for inclusive education systems to resourcing issues.