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The Agency published a position paper which presents Agency member countries’ ultimate vision for inclusive education systems: to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.
This paper presents the Agency's position on the aspiration of all Agency member countries to develop more inclusive education systems. More specifically, it presents the essential features of inclusive education systems that will be used to guide the development and direction of Agency activities in the medium to long term.
As EASNIE reflects on 25 years of work with member countries, its vision for inclusive education systems remains constant:
All learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.
The 3-year Inclusive Early Childhood Education (IECE) project focuses upon the fact that early childhood educational experiences have an important impact on a person’s life – provision of high quality early childhood education has positive effects on achievement and social adaptation of children.
On 16 October 2015 the Luxembourg Presidency of the European Union hosted the Agency’s fourth Hearing entitled ‘Inclusive education: Take action!’. Seventy-two young people with and without disabilities had the opportunity to discuss how their schools and communities ensure an inclusive education for them and what potential obstacles they are still facing in their education and their day-to-day lives.
The Financing of Inclusive Education project activities have focused on information collection via desk research and country data gathering in order to provide an update on the previous Agency financing study, as well as build on the findings of other Agency and international work.
The Representative Board is our governing body. It is responsible for strategic decision-making relating to our operations, including approving multi-annual and annual work programmes and budgets, thematic work areas and projects. The member countries’ ministries of education appoint the Representative Board members.
The Representative Board elects the Management Board from its members on a rotating basis. The Management Board ensures that plans and decisions are implemented efficiently and effectively.
Detailed information about the National Organisation of Provision was collected in the framework of the Organisation of Provision to Support Inclusive Education project.
Country information was collected from participating countries via a questionnaire which focused on:
The Organisation of Provision to Support Inclusive Education project (2011–2014) examined the following key question: how are systems of provision organised to meet the needs of learners identified as having disabilities in inclusive settings within the compulsory school sector?
This report draws together the key issues examined during the project activities and presents a series of recommendations for the organisation of provision and practice to improve support for all learners in mainstream schools, particularly those with disabilities.