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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?

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Teacher Education for Inclusion

The TE4I project ran between 2009 and 2012 with 25 Agency member countries participating in the project. 55 experts took part in activities including; SNE specialist teacher educators and policy makers, Mainstream teacher educators and policy makers.

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Accountability measures that impact on teachers’ work should value wider achievement and should be aligned with inclusive principles.

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Developing a high quality education system that gives all learners the opportunity to raise their achievement is an ethical imperative.

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Early childhood intervention means as early as possible, as flexible as possible, as close as possible and as short as possible.

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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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