EASNIE newsletter April 2025

The newsletter presents updates on EASNIE activities and news from the field of inclusive education.

Technical Support Instrument

Since 2018, EASNIE has been a technical provider for several Technical Support Instrument actions, supporting EU Member States’ efforts to design and implement resilience-enhancing reforms.

To ensure that the rights of all learners are fulfilled, countries need to increase the ‘inclusive capability’ of all schools.

The effective use of ICT to support learning in inclusive education exemplifies good teaching for all learners.

Infographic: Inclusive Education Across Europe

Every learner should have access to meaningful, high-quality educational opportunities in their local community, alongside friends and peers. This helpful infographic summarises how and why legislation, practice and policy contribute to the Agency's vision for inclusive education systems.

Fostering Collaboration for Inclusive Education

We learn best when we learn together. The European Agency for Special Needs and Inclusive Education is a platform for collaboration and peer learning. The Agency supports the ministries of education of over 30 member countries as they improve their inclusive education policy and practice. It also co-operates with transnational organisations and engages educators, experts, learners and families to ensure high-quality educational opportunities for all.

The subtitles for this video are available in 25 languages. If subtitles do not appear automatically, you can enable them by clicking the rectangular 'CC' icon at the bottom of the video. Then click the gear icon next to it to access the settings menu. In this menu, there is an option to select a 'Subtitles/CC' language. Here you can select your language.

European Agency Statistics on Inclusive Education (EASIE) 2020 Presentation

This presentation summarises the latest findings and updates about EASIE data collection, which will take place annually from 2020 onwards. EASIE work will continue to focus on developing procedures, indicators and outputs that provide countries with individual, comparative and aggregated data relating to all learners’ access to inclusive education.

Presentation: Inclusive Education Across Europe

Using an engaging format, this presentation illustrates the Agency’s position on inclusive education systems. It summarises how and why legislation, practice and policy contribute to the Agency's vision. This material can be used and shared broadly to explain the importance of achieving inclusive education across Europe and beyond.

Inclusive Education in an International Perspective

This video contains key messages from Agency Director, Cor J. W. Meijer's  presentation entitled 'Inclusive Education in an International Perspective' at Eötvös Lorand University in Budapest, Hungary, in November 2019.

Policy for preventing school failure within the ecosystem of inclusive education systems

This six-page infographic was developed as part of the Preventing School Failure (PSF) project. Adapted from the Agency’s ecosystem model of inclusive education systems, it focuses on the four ecosystem levels and represents the elements of the model that are relevant for preventing school failure. 

Within the PSF project, the model summarises the inclusive policy areas that are particularly important for preventing school failure. The specific areas are linked to wider policy aims that are key priorities for preventing school failure. 

For more information, see the PSF project synthesis report.

Download this infographic below and share it using the Agency’s hashtag: #EASNIE

Roles and responsibilities of inclusive school leaders within the ecosystem of inclusive education systems

This six-page infographic was developed as part of the Supporting Inclusive School Leadership (SISL) project. Adapted from the Agency’s ecosystem model of inclusive education systems, it focuses on the four ecosystem levels and represents the elements of the model that are relevant for school leadership.

Within the SISL project, the model is used to consider the roles and responsibilities of school leaders that lie at the interface between education policies and their implementation in schools. It highlights the potential for school leaders to extend their sphere of influence well beyond their own school and to play a key role in supporting wider system transformation.

For more information, see the SISL project synthesis report.

Download this infographic below and share it using the Agency’s hashtag: #EASNIE

School leaders play a key role in ensuring learners’ full participation and engagement by setting a clear direction, developing staff and other stakeholders to collaboratively create a learning community which values diversity, addresses equity and ensure

School leaders working in inclusive settings need access to resources, support and professional development.

School leaders working in inclusive settings should be enabled to play a lead role in monitoring, self-review and evaluation by aligning accountability measures with inclusive education policy.

School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

School failure occurs when a system fails to provide fair and inclusive education services that lead to successful learning, engagement, wider participation in the community and transition to a stable adulthood.

A systemic approach to preventing school failure aims to identify and overcome institutional barriers at all levels that might cause school failure. In doing so, it promotes an inclusive ecosystem that ensures both equity and excellence.

To deal with school failure, countries should prioritise policy approaches focusing on prevention, instead of compensation and intervention.

Preventing school failure involves developing an inclusive system where all learners – including those at risk of failure and most vulnerable to exclusion – receive a high-quality education.

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