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Access to information is a fundamental right – it empowers learners and facilitates their participation in society

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

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

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Inclusive education helps mainstream children to become more tolerant with more open minds

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Data collection for education must inform issues of learners’ rights to inclusive education

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Assessment must be inclusive – all assessment procedures must be used to inform and promote learning for all pupils

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Inclusive education benefits all

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Listening to learners is a key factor in raising achievement, allowing learning to be personalised and to address all students’ support requirements

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The aim of early childhood intervention is to reach all children and families in need of support as early as possible and as quickly as possible

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A ‘continuum of support’ is needed to enable teachers to take responsibility for all learners and meet their diverse needs

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Efficient evaluation mechanisms need to be developed to ensure the quality and effectiveness of early childhood intervention provision and delivery.

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

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Monitoring the effectiveness of systems for inclusive education is a clear policy priority for many European countries.

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Emerging technologies present clear challenges, but also huge opportunities for widening access and participation in inclusive education.

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The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.

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Everything about us, with us! Young people should be directly involved in all decision-making concerning them.

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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.

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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.

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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.

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Policy makers require wide-ranging information from a variety of complementary approaches to data collection in order to inform policy developments for inclusive education.

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