Inclusive education is often interpreted as being specifically aimed at learners with disability and/or special needs, instead of catering for all learners, with all of their diverse and individual needs, by identifying and removing barriers to learning.

Vulnerability to exclusion in digital education can be associated with learning-related phenomena that are strongly linked to (societal) system mechanisms.

Assistive technology should only be used when universally-designed technology is insufficient to meet all users’ needs.

The COVID-19 pandemic showed that digital and inclusive education promote greater system resilience. Organisations that had prepared for inclusive digital education before COVID-19 seemed to fare better in the crisis.

Media literacy, data literacy and data-based decision-making are crucial in inclusive digital teaching.

Universal design for learning is an overarching strategy to prevent exclusion in digital education.

Raising the Achievement of All Learners in Inclusive Education

The 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.

Inclusive Early Childhood Education

This three-year thematic project built upon the main outcomes of the Agency’s previous Early Childhood Intervention projects.

Towards a European Education Area – Promoting Common Values and Inclusive Education

This video was presented on 21 June 2018 at an event held in the Council of the European Union. In his video intervention, Tibor Navracsics, European Commissioner for Education, Culture, Youth and Sport, emphasised how important it is to promote common values, to create a sense of belonging and give a fair chance to all pupils, whatever their educational needs and irrespective of their social background.

Voices into Action: Including the voices of learners and families in educational decision-making

The Voices into Action (VIA) activity examined the critical issue of involving the voices of learners and their families and how to effectively include them in decision-making.

Filmed during the VIA final event in spring 2023, the video features learners and their families discussing the impact that participating in educational decision-making has had on them. It also introduces the VIA Framework for Meaningful Participation and the Online Toolkit. Finally, educational policy-makers from the VIA participating countries discuss how the VIA activity and framework have impacted their work.

For more information visit the Activity page or the VIA Online Toolkit. 

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.

A culture of effective communication in education ensures safe and secure psycho-social learning environments.

When education stakeholders implement effective communication, all those involved in the education environment participate in a culture of effective communication. This leads to improved well-being and resilience for all.

Teachers can be enabled to act proactively and feel prepared for psycho-social emergencies when communication processes are transparent, and they are involved in decision-making.

The core elements of effective communication are clarity, accessibility, trust and transparency. These core elements can turn existing communication into effective communication in education.

A culture of effective communication in education ensures that communication about decisions and decision-making processes involves stakeholders of all levels.

A well-established culture of effective communication supports the resilience and well-being of learners, families, teachers and school communities.

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.

Infographic: Activity and Operational Milestones

This six-page infographic presents two timelines featured in the Agency publication 'Celebrating 25 years on the path to inclusive education' prepared for the Agency's 25th anniversary. The first shows milestones in the Agency's activities, from 1999 to 2021. The second presents operational milestones in the Agency's history, from its foundation in 1996 up to the present day.

Infographic: Building Resilience through Inclusive Education Systems

The Building Resilience through Inclusive Education Systems (BRIES) activity looked at how education systems in Europe have been affected by the COVID-19 pandemic, the lessons learnt, and how to turn the crisis into an opportunity to build resilience and foster well-being.

This infographic presents elements from the BRIES Guidance for Establishing a Culture of Effective Communication in Education. These include the Establishing a Culture of Effective Communication in Education model, a well-being framework and identified aspirations. Together, they provide a starting point for building resilience and fostering well-being in education systems.

Download the infographic in your language below and share it using the Agency’s hashtag: #EASNIE.

Implementation of the European Child Guarantee – Promoting Inclusive Education in Greece, phase 2

The ‘Implementation of the European Child Guarantee – Promoting Inclusive Education in Greece, phase 2’ project aimed to assist the Greek Ministry of Education, Religious Affairs and Sports (MERAS) and relevant education stakeholders in implementing an inclusive education policy framework.

This video highlights the main achievements and milestones of the project, funded by the European Union via the Technical Support Instrument (TSI). Through insights from the Ministry, the European Commission’s Directorate-General for Structural Reform Support (DG REFORM), the Agency team and key stakeholders, it demonstrates the efforts to create inclusive school environments, enhance teaching practices and support learners with diverse needs. The video focuses on the implementation of the three project priorities: inclusive transitions, inclusive assessment and inclusive school guidelines.

The purpose of the video is to be a source of information for Greek teachers and stakeholders, providing information on issues such as the purpose of the project and the deliverables, and the way that the deliverables can be used by the wider educational community.

Subtitles in English and Greek are available for this video. To change the language of your subtitles, click the settings icon, select Subtitles/CC and choose English or Greek from the available languages. 

For more information about the Agency's TSI work, visit the dedicated web area.