Policy developments in governance mechanisms are needed to support co-operation between specialist and mainstream provision at all levels.

A comprehensive quality assurance and accountability framework for monitoring, review and evaluation will support high-quality provision for all learners.

A strategy is needed to support all learners at times of transition between phases of education – and particularly as they move into adult life.

Inclusive Early Childhood Education Environment Self-Reflection Tool

The Self-Reflection Tool is aimed at professionals and school staff who can use it to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment.

France

Here you will find the ICT4I Country Resources for France

Teacher Education for Inclusion Across Europe – Challenges and Opportunities

This report presents policy and practice from 25 countries. The Teacher Education for Inclusion project examined how initial teacher training prepares teachers to meet diverse learners' needs.

Mainstream schools need to be supported to address the needs of a heterogeneous pupil population regardless of their special educational needs and ethnic origin.

Policy makers should develop a clear role for specialist provision in order to provide support to learners and increase the capability of mainstream schools.

Inclusive practice benefits from the fight against discrimination, racism and xenophobia, while raising awareness and supporting positive practice at school.

Inclusive education systems require a strategy to increase participation in quality inclusive early childhood education and support families experiencing disadvantage.

Education systems should focus on continuous support for teachers and school leaders in order to increase schools’ capability to raise the achievement of all learners.

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Further reading

Links to additional information about inclusive education in Belgium (French Community).

Changing the role of specialist provision towards supporting inclusive education is closely related to ensuring the rights of all learners to high-quality inclusive education.

Inclusive education is not only about policies to support individual learners. A comprehensive range of policies at all levels must refer to and implement inclusive education.

Supportive links in the community around learners and families can be created by using effective communication to develop good partnerships between decision-makers and communities.

Early Childhood Intervention – Progress and Developments 2005–2010

This report summarises the Agency's analysis on the topic of early childhood intervention (ECI). It focuses on progress and changes in ECI in the participating countries since 2005.

"Inclusive Education: A way to promote social cohesion" - Conference conclusions

The main outcomes of the conference hosted under the 2010 Spanish Presidency of the European Union "Inclusive Education: A way to promote social cohesion" are now being made available.

Multicultural Diversity and Special Needs Education

This report from 2009 summarises the analysis conducted by the Agency, at the request of member country representatives, on the topic of special needs education and multicultural diversity.

Policy must review goals and consider competence areas for teacher professional learning for inclusion, and ensure a continuum of support for all teachers, schools and higher education institutions.