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The European Agency for Special Needs and Inclusive Education (the Agency) is an independent organisation. It acts as a platform for collaboration for the ministries of education in our 31 member countries.
Our work focuses on improving all learners’ achievement at all levels of inclusive lifelong learning. This enhances learners’ life chances and opportunities for actively participating in society.
A main task of the Financing project has been to develop visual overviews that map the funding mechanisms underpinning each country's system for inclusive education.
The links below are to diagrams of the particular funding mechanisms within inclusive education used by each country. The diagrams build upon the Eurydice national diagrams which describe the general funding mechanisms of countries’ education systems.
Countries have grown increasingly committed to the aim of inclusive education in recent decades and have developed financial, technical and methodological incentives. As a result, financing of inclusive education has become a crucial topic for evaluating the extent to which existing inclusive education policies effectively meet learners’ rights, improve schools’ capacity to be equitable, effective and efficient, and avoid the short- and long-term costs of exclusion related to lost productivity, human potential, health and poor well-being.
Learners between the age of 10 and 16 with hearing loss in inclusive education in Sweden were the main focus of the HODA study (Hörteknik och dess användning i skolan). During this project carried out in 2013, pupils and teachers responded to a variety of questions, lessons were observed and technical devices as well as classrooms settings were examined. Conditions for learning were analysed in terms of:
This report is part of the three-year Inclusive Early Childhood Education (IECE) project, which ran from 2015 to 2017. The project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive pre-primary education for all children from three years of age to the start of primary education.
The goal of the Country Policy Review and Analysis (CPRA) work is to aid country reflection regarding the development of policy for inclusive education. It aims to act as a tool for stimulating discussion in the country concerned.
The Raising the Achievement of All Learners in Inclusive Education (RA) project (2014–2017) aimed to provide evidence of effective practice in raising achievement by building the capacity of schools and communities to include and support all learners.
In the framework of the IECE project, countries were asked to identify and describe innovative examples of inclusive practice in early childhood education (ECE) at national level. The project received 32 examples from 28 participating countries. Access the descriptions of inclusive practice at the links below:
The Financing of Inclusive Education Background Information Report examines key EU-level policy documents and statements on funding of education. It considers work from the European Commission, as well as other international organisations, such as the OECD, UNESCO and its institutes, UNICEF, etc. The report takes account of research on general and special education financing models, as well as those specific to inclusive education. It also incorporates relevant research literature provided by participating countries.