Multicultural Diversity and Special Needs Education
The Multicultural Diversity and Special Needs Education project analyses the connection between special needs education and immigration. It involved 25 European countries between 2006 and 2008.
Development of a set of indicators – for inclusive education in Europe
Development of a set of indicators – for inclusive education in Europe presents the main findings of the Agency project on Indicators for Inclusive Education from 2008/2009. The project involved 23 European countries.
Implementing Inclusive Assessment
This paper uses information from observations, discussions and reflections during and after Phase 2 of the Assessment in Inclusive Settings project case study visits to identify 'meta issues' for implementing inclusive assessment.
Putting Inclusive Assessment into Practice
This overview flyer summarises the aim and the contents of the Assessment in Inclusive Settings resource pack. The resource pack is a result of Phase 2 of the Assessment project, which ran from 2006 to 2008. It is made up of the following flyers:
Assessment for Learning and Pupils with Special Educational Needs
This paper summarises the key issues that emerged during Phase 2 of the Agency project on Assessment in Inclusive Settings in applying the concept of Assessment for Learning to pupils with special educational needs.
Cyprus Recommendations on Inclusive Assessment
Over 150 delegates representing 29 countries attended the ‘Assessment in Inclusive Settings’ conference, held in Limassol, Cyprus, on 23–24 October 2008. It was organised jointly by the Cypriot Ministry of Education and Culture and the Agency. The conference was the end point of Phase 2 of the Assessment in Inclusive Settings project, which examined assessment policy and practice that supports inclusion in mainstream settings.
Special Needs Education Country Data 2008
The Agency's special needs education (SNE) data collection is a biennial exercise, with data provided by the Representatives of the Agency member countries. In all cases, this data is from official ministerial sources.
All data refers to pupils officially identified as having special educational needs (SEN), as defined in the country in question. All the data presented in this document has been collected in line with each country’s own legal definition of SEN. These definitions are also provided in the texts.
Inclusive Education and Effective Classroom Practice – Literature Reviews
Inclusive Education and Effective Classroom Practice (2001) provides an overview of the findings of the first phase of the Agency's Classroom and School Practice project, focusing on the primary school age phase. Inclusive Education and Classroom Practice in Secondary Education (2004) presents an overview of the findings of the second phase, which f
Assessment in inclusive settings - Phase 1
Phase 1 of the Assessment in Inclusive Settings project ran from 2005 to 2006 and resulted in a series of materials.
Assessment in Inclusive Settings
The two phases of the Assessment in Inclusive Settings project examines how assessment policy and practice can support effective decision-making about teaching and learning approaches, methods and steps.