The Agency aims to offer an accessible experience for website visitors. This includes the option to translate content into multiple languages.
The translation and text-to-speech features on this website are automated. There may be inaccuracies and inconsistencies in the translations. If in doubt, please refer to the English version of the website. You may also contact us with feedback.
The Accessibility page contains further resources and details about website accessibility. The Easy to Read section presents key information about the Agency in an easy to read format.
The Legislative Definitions around Learners Vulnerable to Exclusion activity focused on collecting and analysing information on legal definitions and descriptions used in Agency member countries. There was a particular focus on legislative definitions and descriptions around a broad vision of inclusive education for all learners.
The Legislative Definitions around Learners Vulnerable to Exclusion activity focused on collecting and analysing information on legal definitions or descriptions used in Agency member countries.
This paper presents the update to EASNIE’s position on inclusive education systems. It sets out a vision for the essential features of inclusive education systems, originally agreed by EASNIE member countries in 2015.
The following documents were created in the framework of the Addressing Regional Disparities in the Czech Education System action. For more information on this action, see the Final report under the Country outputs and recommendation page. You can download the documents below in Word format.
The following documents were the main outputs and final recommendations resulting from EASNIE’s work as a technical provider for actions under the Technical Support Instrument (TSI), previously known as the Structural Reform Support Programme (SRSP).
Access a list of all the activity web areas on the EASNIE website in chronological order below:
All Agency member countries are committed to working towards more inclusive education systems. They do so in different ways, depending on their past and current contexts and histories.
An inclusive approach requires a move away from ‘formal’ assessment and labelling, with separate educational provision for different groups. Central to this commitment and understanding of inclusive education are the legal definitions countries have to identify (and potentially label) learners to make provision available for them.
The Agency’s data collection activity (EASIE) provides clearly focused data that informs country policy priorities on inclusive education, the European Commission’s strategic objectives on inclusive education and the implementation of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (2006).
This book celebrates 25 years of the European Agency for Special Needs and Inclusive Education. It begins with messages from the Agency’s Chair and the Director, followed by sections on: