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The project final report makes recommendations presented in two parts. The first set of recommendations directly relate to teacher education and are, therefore, directed mainly towards professionals working in this area. A second set of recommendations is directed towards policy makers who will need to provide a coherent policy framework for managing the wider, systemic change necessary to impact on teacher education for inclusion.
One of the key activities for the MIPIE project has been to collect overview information on data collection work already going on in participating countries. In particular, it was agreed to collect information from countries in line with the data collection priorities highlighted by policy makers in the Brussels conference:
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This project aims to identify and investigate the relevant key aspects of VET programmes for learners with SEN, with a clear link to employment opportunities. In particular, the project investigates what works in VET for learners with SEN and why.
Policy-makers working in inclusive education need to know what qualitative and quantitative information to collect and the best methods of doing this in order to map the implementation of policies for inclusive education. The goal for the MIPIE project is to provide them with clear proposals on agreed signposts to track progress towards educational inclusion.
This project set out to use existing European and international policy and standards for information accessibility as a basis for discussing the implications, as well as the practical implementation of accessible information provision within lifelong learning.
This report summarises the analysis conducted by the Agency, at the request of member country representatives, on the topic of early childhood intervention (ECI).
This project work, carried out in 2010, was an update to the ECI analysis that the Agency conducted in 2003–2004.
The Agency's special needs education (SNE) data collection is a biennial exercise with data provided by the Representatives of the Agency member countries. In all cases, this data is from official ministerial sources. All data refers to pupils officially identified as having special educational needs (SEN), as defined in the country in question. All the data presented in this document has been collected in line with each country’s own legal definition of SEN. These definitions are also provided in the texts.
Within the TE4I project, focused country information was collected in order to provide:
The TE4I project investigated how all teachers are prepared via their initial training to meet the needs of more diverse learners in the classroom, seeking answers for the following key issues: What kind of teachers do we need for an inclusive society in a 21st century school? and What are the essential teacher competences for inclusive education?