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This paper gives an overview of the conclusions and recommendations of the Accessible Information Provision for Lifelong Learning (i-access) project. It highlights how these recommendations can support the implementation of existing European Union and international policy priorities.
This paper gives an overview of the main conclusions and recommendations of the Agency analysis on the topic of Multicultural Diversity and Special Needs Education. It highlights how the project recommendations may also contribute to other European Union (EU) and international policy priorities.
This paper gives an overview of the findings of the Agency project on Mapping the Implementation of Policy for Inclusive Education (MIPIE). It highlights how the project recommendations may contribute to European Union and international policy initiatives.
This paper gives an overview of the main conclusions and recommendations from Phase 1 of the Agency project on Assessment in Inclusive Settings. It highlights how the project recommendations may contribute to international and European Union policy priorities in the field.
The VET study visits took place between November 2010 and June 2012 and comprised 28 study visits to the selected VET examples. The detailed reports are available to download below. In some cases, additional files like presentations from study visits are also available in the ZIP file.
In order to better understand the VET project outcomes, it is essential to have a general overview of the relevant situation in each of the countries involved. The project made use of existing information from relevant national reports, namely the CEDEFOP country reports on VET systems. All participating countries had previously produced CEDEFOP reports, which were then updated by the national experts where they were out of date as a result of changes that have taken place in the respective country’s VET system.
The aim of the practical analysis was to explore factors that might have a positive or negative impact on VET processes and the outcomes for individual learners with SEN/disabilities. It also aimed to explore the inter-relationships between different factors (some might be essential, while others might be contradictory or mutually exclusive, etc.).
This report summarises the main findings of the one-year Accessible Information for Lifelong Learning (i-access) project, which ran from 2011 to 2012. The project was co-financed by a European Community Grant under the Lifelong Learning Transversal Programme, Key Activity 1: Policy Co-operation and Innovation.
This Profile of Inclusive Teachers is one of the main outputs of the Teacher Education for Inclusion (TE4I) project. TE4I as a goal for all initial teacher education (ITE) students was a key recommendation of the project synthesis report; the Profile builds on this and the other findings presented in the project synthesis report.
In November 2011, the Agency hosted a Hearing at the European Parliament in Brussels. The Agency member countries nominated 88 young people, both with and without special educational needs and/or disabilities, from secondary and vocational education, to discuss what inclusive education means to them.