Funding and resourcing systems that balance efficiency, effectiveness and equity issues are clearly linked to regulatory frameworks focusing on overall system governance, accountability and improvement.

Key Principles – Supporting policy development and implementation for inclusive education

Highlighting fundamental issues for education systems, the Key Principles series reflects the gradual shift in the Agency’s work over the past 25 years: a shift away from a narrow focus on learners’ special educational needs and special needs education as specific provision, towards extending and improving the quality of support for learning that is generally available to all learners.

This video will introduce you to the 14 Key Principles highlighted in the 2021 report which, when applied, help all learners have meaningful, high-quality opportunities in their local community alongside their friends and peers.

Visit the Key Principles web area to find out more and read Key Principles – Supporting policy development and implementation for inclusive education report or the Policy Brief.

Subtitles are available in official Agency languages. If subtitles do not appear automatically, you can enable them by clicking the rectangular ‘Subtitles/closed captions’ 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.

Infographic: Teacher Professional Learning for Inclusion

This three-page infographic was developed as part of the Teacher Professional Learning for Inclusion (TPL4I) activity. It explains the concept of teacher professional learning for inclusion and makes recommendations to implement it at different education system levels. It also presents the Profile for Inclusive Teacher Professional Learning.

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

The Changing Role of Specialist Provision in Supporting Inclusive Education

Why should we change the role of specialist provision? Specialist provision isn’t always inclusive – especially when it separates learners from their peers. Changing its role to support inclusion in mainstream classrooms can benefit teachers, learners and families.

The European Agency for Special Needs and Inclusive Education has a project called the Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP). The project helps ensure schools throughout Europe can support all learners, so everyone can learn alongside their friends and peers. To learn more, visit the CROSP project web area.

The subtitles for this video are available in 25 languages. If subtitles do not appear automatically, you can enable them by clicking the rectangular 'Subtitles/closed captions' 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.

Infographic: Changing the Role of Specialist Provision to Support Inclusive Education

This two-page infographic illustrates what specialist provision is, why it should support inclusion in mainstream settings and how education policy can drive this change. The Agency promotes relevant policy changes through a project called the Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP). The project helps ensure schools throughout Europe can support all learners, so everyone can learn alongside their friends and peers.

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.

Four cross-sectoral policy areas (governance, funding, capacity building and quality assurance mechanisms) need further development to effectively support the changing role of specialist provision in supporting mainstream schools to be inclusive.

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

Data analysis reveals the need to further enable specialist provision to act as a resource for mainstream provision and to equip stakeholders to implement inclusive education.

To prepare all teachers for inclusion, all educators must have access to a coherent and continuous range of professional learning opportunities focusing on equity and inclusion.

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.

Policy can build capacity for teacher professional learning for inclusion in various ways, including collaborative approaches and providing adequate funding and effective monitoring.

Teacher professional learning for inclusion is an essential part of inclusive education system development.

Within legislation and policy, there must be a clear concept of equitable high-quality inclusive education, which should inform a single legislative and policy framework for all learners as the basis for rights-based practice.

Flexible mechanisms for funding and resource allocation must support the on-going development of school communities and enable them to increase their capacity to respond to diversity and to support all learners, without a formal diagnosis or label.

An effective governance plan sets out clear roles and responsibilities, opportunities for collaboration and levels of autonomy throughout all system levels.

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

A single curriculum framework is needed that is sufficiently flexible to provide relevant opportunities for all learners, and an assessment framework that recognises and validates attainment and wider achievement.

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

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