This flyer presents the main findings from Phase 1 of the Agency's Assessment in Inclusive Settings project. It is based on information on assessment policy and practice provided by 23 countries, as described in the full Assessment in Inclusive Settings – Key Issues for Policy and Practice report. 

In September 2002, Portugal's Ministry for Education and the Agency hosted an international conference on 'Information and Communication Technology (ICT) in Special Needs Education (SNE)'.

This paper presents the recommendations from the conference experts, referring to some of the key issues within ICT in education debates across Europe.

Download the flyer in PDF format in one of 13 Agency languages below.

Early Childhood Intervention (ECI) is an important area both at policy and professional levels. It relates to the right of very young children and their families to receive the support they might need. ECI aims to support and empower the child, the family and the services involved. It helps to build an inclusive and cohesive society that is aware of the rights of children and their families.

This publication presents the main findings from Phase 1 of the Agency's Assessment project. It is based on information describing assessment policy and practice provided by 23 countries.

The European Parliament Hearing of young people with special educational needs took place in Brussels on 3 November 2003. The Agency organised it with the support of the ministries of education in its member countries and the European Commission. It was one of the major events within the framework of the European Year of People with Disabilities.

Twenty-three country delegations, with 146 representatives, participated in the event. The country delegations included 72 young people with special educational needs.

This study aims to re-assess the situation of special education in 18 Agency member countries, comparing findings with an earlier Agency report published in 1998.

This report mainly focuses on qualitative trends in inclusion across Europe. The study is oriented towards trends and developments in the provision for pupils with special needs in European countries. Although some quantitative data is presented (number of pupils with special needs, for example), the emphasis is on the qualitative side.

Inclusive assessment is an approach to assessment in mainstream settings where policy and practice are designed to promote the learning of all pupils as far as possible. The overall goal of inclusive assessment is that all assessment policies and procedures should support and enhance the successful participation and inclusion of all pupils.