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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.
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.
The ICT4I project focuses on the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
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.
The Agency’s 3-year thematic project, Vocational Education and Training (VET): Policy and Practice in the field of Special Needs Education (2010-2012), has involved experts from 28 countries. It has focused on identifying and investigating relevant key aspects of initial vocational education and training programmes for students with special educational needs (SEN) aged between 14 and 25, with a clear link to employment opportunities. In particular, the project has investigated 'what' works in VET for students with SEN and 'why'.
The Organisation of Provision to Support Inclusive Education project collected information on how Agency member countries organise and evaluate provision for learners with disabilities in mainstream schools, and provides an analysis of policy and practice that had a major influence on the success of inclusive education.