The CROSP Policy Self-Review Tool aims to enable stakeholders to reflect and develop a continuum of support for inclusive education.
The Legislative Definitions around Learners Vulnerable to Exclusion activity focused on collecting and analysing information on legal definitions and descriptions used in Agency member countries. There was a particular focus on legislative definitions and descriptions around a broad vision of inclusive education for all learners.
This paper presents the update to the Agency’s position on inclusive education systems, published in 2015. It sets out a vision for the essential features of inclusive education systems, agreed by Agency member countries.
The Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) project aimed to identify and analyse challenges and opportunities within country policy and practice that influence the re-organisation and reform of specialist provision towards inclusive education for all learners.
The Inclusive Digital Education (IDE) activity aims to thoroughly examine new priorities and demands in relation to inclusive digital education and blended learning. IDE considers international literature, along with Agency work in this field, and reflects on overlaps or gaps that need exploring.
Profile for Inclusive Teacher Professional Learning: Including all education professionals in teacher professional learning for inclusion
The Profile for Inclusive Teacher Professional Learning invites all education professionals and policy-makers to consider inclusive TPL competences.
The Supporting Inclusive School Leadership (SISL) project aimed to inform wider discussions about school leadership across stakeholder groups in policy and practice. It investigated how to effectively develop and promote inclusive school-level leadership through national- and local-level policy frameworks and support mechanisms.
Key Principles – Supporting policy development and implementation for inclusive education: Policy Brief
This Policy Brief presents 14 key principles which set out the necessary elements for an overall system for inclusive education.
This report focuses on policy development and implementation in line with a broader view of inclusion in education systems and educational opportunities.
This open-source self-reflection tool for school leaders/leadership teams and policy-makers aims to support inclusive school leadership.