BRIES Guidance for Establishing a Culture of Effective Communication in Education video

The Building Resilience through Inclusive Education Systems (BRIES) activity mapped how inclusive 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. This video presents the Guidance for Establishing a Culture of Effective Communication in Education, which is the BRIES activity’s main output. The guidance encourages decision‑makers (school leaders, policy-makers and public education authorities at all governance levels) to reflect on the communication structures and processes in place in their education systems.

For more information, visit the BRIES activity page.

The BRIES Guidance is an open-source resource and is available in 25 languages.

Subtitles in all official Agency languages are available for this video. If subtitles do not appear automatically, you can enable them by clicking the rectangular ‘Subtitles/closed captions’ icon at the bottom of the video. 

Infographic: Voices into Action

This infographic, available in all Agency languages, was developed as part of the Voices into Action (VIA) activity. It presents the VIA Framework for Meaningful Participation in Inclusive Education. Policy-makers, school leaders, teachers and other stakeholders can use the framework to encourage meaningful participation of learners and families in educational decision‑making across all education levels.

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

Webinar 3: Effective strategies for resource allocation and use at school and regional levels

This webinar explores essential approaches for optimising resources in inclusive education. EASNIE introduces Professor Mel Ainscow, Emeritus Professor at the University of Manchester, Professor of Education at the University of Glasgow and Adjunct Professor at Queensland University of Technology, who shares insights on promoting inclusion and equity in education, drawing from lessons in Portugal. Dr Simoni Symeonidou, associate professor (Inclusive Education) at the Department of Education of the University of Cyprus, discusses how to make the most of financial and human resources, offering practical strategies for optimising available resources at various educational levels. Finally, Dr Paula Hunt, CEO and principal researcher of DED Lda. (Disability, Education and Development), explores how intentional and purposeful resource allocation improves inclusive education practices, ensuring resources are used to benefit all learners.

This session is part of the project 'Combatting Disparities in Access to Inclusive Education' in Italy, Portugal, and Spain, funded by the European Union through the Technical Support Instrument (TSI) and carried out by the European Agency for Special Needs and Inclusive Education (EASNIE) in co-operation with the European Commission’s Reform and Investment Task Force (SG REFORM).

The full webinar is available below. The individual presentations are available to watch on EASNIE’s YouTube channel:

• Professor Mel Ainscow: Promoting inclusion and equity in education: lessons from Portugal
• Dr Simoni Symeonidou: Making the most of financial and human resources for inclusive education
• Dr Paula Hunt: Intentional and purposeful resource allocation for inclusive education

Find out more about EASNIE’s work through the TSI on our website.

Webinar 2: Collaborative working and thinking across all levels of the education system

This webinar explores the importance of collaboration in education. EASNIE introduces Dr Kathleen Mortier, consultant for EASNIE, who explores collaborative practices at the individual and classroom level, highlighting the shift from expert models to partnership-based approaches in inclusive education. Ms Mieke Miere from Catholic Education Flanders discusses the legislative frameworks and collaborative structures that support inclusive schools, showcasing key developments that promote equal access. Finally, Ms Bodil Hafsås, Policy Director at Norway’s Ministry of Education and Research, highlights cross-sectoral collaboration among ministries, focusing on strategies to address the diverse needs of learners.

This session is part of the project 'Combatting Disparities in Access to Inclusive Education' in Italy, Portugal, and Spain, funded by the European Union through the Technical Support Instrument (TSI) and carried out by the European Agency for Special Needs and Inclusive Education (EASNIE) in co-operation with the European Commission’s Reform and Investment Task Force (SG REFORM).

The full webinar is available below. The individual presentations are available to watch on EASNIE’s YouTube channel:

• Dr Kathleen Mortier: Collaborative working and thinking at the individual and classroom level
• Mieke Miere: The power of collaborative thinking in inclusive education systems
• Bodil Hafsås: Cross-sectoral collaboration in Norwegian ministries

Find out more about EASNIE’s work through the TSI on our website.

Webinar 1: Monitoring and evaluation at school level

This webinar explores the importance of monitoring and evaluation (M&E) in enhancing educational practices and ensuring that all learners have access to quality education. EASNIE introduces Dr Gordon Porter, Director of Inclusive Education Canada and policy advisor for education ministries, who presents key aspects of leadership and policy in inclusive education, effective instructional strategies, collaboration among educators and engaging parents.

The webinar also features EASNIE representatives Dr Diana Murdoch and Dr Anthoula Kefallinou, who highlight the importance of high-quality, ethical data collection in inclusive education and the need to involve learners and families in decision-making.

This session is part of the project 'Combatting Disparities in Access to Inclusive Education' in Italy, Portugal, and Spain, funded by the European Union through the Technical Support Instrument (TSI) and carried out by the European Agency for Special Needs and Inclusive Education (EASNIE) in co-operation with the European Commission’s Reform and Investment Task Force (SG REFORM).

The full webinar is available below. The individual presentations are available to watch on EASNIE’s YouTube channel:

• Dr Gordon Porter: Leadership and policy in inclusive education and inclusive instructional strategies and Collaboration and supporting teachers and engaging parents
• Dr Diana Murdoch and Dr Anthoula Kefallinou: Ethical data collection and stakeholder engagement in inclusive education

Find out more about EASNIE’s work through the TSI on our website.

Quality Assurance, Monitoring and Accountability: Collection and use of data in inclusive education

EASNIE’s Quality Assurance, Monitoring and Accountability (QAMA) activity aims to identify the essential elements of a framework that brings all aspects of an education system together. Data collection and use have a critical role in this framework, as Dr Verity Donnelly explains in this video.

Key points include:

• The reasons for data collection, emphasising the need for good data on learner outcomes and barriers facing learners
• Countries’ data commitments under European and international agreements, as well as EASNIE’s own data collection efforts through its European Agency Statistics on Inclusive Education (EASIE) activity
• Monitoring and evaluation, highlighting the need for data on all learners
• The need for a strategic approach to data collection.

Dr Donnelly presents examples of data collection models at different levels and refers to UNESCO’s data quality checklist. The video concludes with examples of holistic data models that focus on learner assessment, teacher appraisal and stakeholder feedback.

To learn more, visit the QAMA activity web area.

For more information about the European Agency Statistics on Inclusive Education, visit the EASIE web area.

The source for the UNESCO work cited in the video is as follows: UNESCO Institute for Statistics, 2023. Data for Education: A Guide for Policymakers to Leverage Education Data. Montreal: UNESCO Institute for Statistics

TSI - Shaping Inclusive Education: Combatting Disparities in Italy, Portugal and Spain

The objective of the 'Combatting Disparities in Access to Inclusive Education in Italy, Portugal and Spain’ project (2022–2024) was to support the Portuguese Ministry of Education, the Italian Ministry of Education and Merit and the Spanish Ministry of Education, Vocational Training and Sport in their efforts to improve inclusive education systems and practices. Its goal was to promote equal access and combat regional disparities in implementing inclusive education provisions across the three countries. 

This project is funded by the European Union via the Technical Support Instrument and implemented by the European Agency for Special Needs and Inclusive Education, in co-operation with the European Commission.

For more information about EASNIE’s TSI work, visit the TSI web area.

Inclusive early childhood education in Ticino, Switzerland

This pilot experience aimed to try a new form of inclusion for children with special needs in a mainstream classroom, giving them the opportunity to develop social skills through relationships with their peers and differentiated and personalised teaching. The collaboration between teachers with different experiences and training should allow every single child to develop their own personal skills. The project aimed to promote daily interactions between children from the special school and children from the mainstream school and assumed that such interactions would bring reciprocal benefits.

Outcomes

• Consensus-building process at a social and institutional level (municipality, public administration, school, families)
• Inclusion in a more general reform process, which involved compulsory schooling and had inclusive education as a milestone
• Reference to the tradition of the Canton Ticino pre-primary school to pay particular attention to the topic of inclusion
• The low number of children registered to special schools in Ticino, when compared to the national average
• External recognition: The experience was observed with interest by political institutions who considered it to be relevant. This was shown by their willingness to invest economic resources in the project. A similar project at the University of Teacher Education in Canton Ticino also took place
• Collaboration: All stakeholders were involved. The process was based on common ground principles and their meaning for the social and scholastic community.

Read more in the Inclusive Early Childhood Education activity’s project example from Switzerland.

Learning disability and autism in schools: North Cumbria and North East Accelerator site project

This two-phase pilot project aimed to improve mental health support for children and young people with learning disabilities, autism spectrum conditions and/or challenging behaviour. It sought to reduce inappropriate school exclusions and avoidable hospital admissions, and to increase staff and parent confidence.

The project, which took place in the North Cumbria and North East region of England, was developed and delivered with Parent Carer Forums (PCFs) working alongside statutory services. PCFs are set up in every local area in England and supported by a grant from the Department for Education. They offer a route for families of learners with special educational needs to have their voices heard. The pilot project comprised two elements:

• the development of a peer network for parents and professionals caring and working with children and young people;
• a schools’ project, developed and delivered with parent carers and schools, which involved learning opportunities.

The pilot project resulted in a reduction in avoidable hospital admissions, as well as increased uptake in annual health checks for children aged 14+ with learning difficulties. There were changes to school behaviour policies, and parents reported that schools were more welcoming. School staff said they felt more confident and better supported in working with children with special needs and disabilities and their families.

Read more in the Voices into Action toolkit.

Researching the educational experiences of young people with special educational needs and disabilities

The UK (England) Office for National Statistics (ONS) has been working to improve data coverage and evidence base over children and young people with special educational needs and disabilities (SEND) in England. In 2022, the ONS conducted a qualitative study involving 62 young people with SEND between the ages of 11 and 16, looking at their educational experiences, preferences and needs. Parents, caregivers and a small sample of school staff were also included.

The ONS published a report summarising the study’s findings, which included:

• the strategies young people use to manage their learning and emotional well-being;
• consequences of unmet educational needs (e.g. isolation and exclusion) and preferences for support needs being met;
• young people’s views on what schools should do more of, including staff training;
• that good communication and relationships between families, young people and staff have a positive impact;
• young people’s view on how schools could promote inclusion, including recognising achievements beyond academic grades;
• families experiencing difficulties navigating the system.

Read more in the Voices into Action toolkit.