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The Country Policy Development Support (CPDS) activity is central to the Agency’s role as an agent for policy change in inclusive education. CPDS supports reflection on country policy development and implementation issues for inclusive education. Its overall goal is to support countries from where they are in their policy development and implementation work.
This think piece presents key changes in thinking and concepts around inclusive education and developments in digital technology.
This literature review documents and discusses recent findings from international and academic literature relating to three priority areas for inclusive education systems.
This document presents new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years.
This report focuses on the 2019/2020 school year dataset. It covers pre-primary, primary, lower-secondary and upper-secondary education.
The Voices into Action (VIA) activity examined how to meaningfully involve the voices of learners and their families in educational decision-making processes. It aimed to:
The CROSP Policy Self-Review Tool aims to enable stakeholders to reflect and develop a continuum of support for inclusive education.
This report provides a summary of the Voices into Action activities. It is addressed to policy-makers and stakeholders who work with learners and families.
Phase 2 of the Teacher Professional Learning for Inclusion (TPL4I) activity revisited the Agency’s 2012 Profile of Inclusive Teachers to consider its relevance and use for all education professionals. This resulted in the 2022 Profile for Inclusive Teacher Professional Learning.
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.