The Guidelines for Accessible Information were developed by the ICT for Information Accessibility in Learning (ICT4IAL) project, which was a multi-disciplinary network of European and international partners representing both learning and ICT communities.

In 2015, the Agency worked on behalf of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to provide a suite of materials on empowering teachers. The results of this work have been summarised in three documents: a literature review, a case study and a methodology overview.

In the second half of 2015, the Agency worked on behalf of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to provide a suite of materials on empowering teachers. The results of this work have been summarised in three documents: a literature review, a case study and a methodology overview.

This paper presents the Agency's position on the aspiration of all Agency member countries to develop more inclusive education systems. More specifically, it presents the essential features of inclusive education systems that will be used to guide the development and direction of Agency activities in the medium to long term.

The Agency disseminates information from project work via a wide array of publications, such as thematic project reports, conference reports, literature reviews, policy papers and flyers and statistical country data.

This order form presents the most recent reports. Click on the links in the PDF to read or download the publications in question.

The Agency publications listed in the order form are available in up to 26 languages and they are free to download from the Agency website.

The Organisation of Provision to Support Inclusive Education project (2011–2014) examined the following key question: how are systems of provision organised to meet the needs of learners identified as having disabilities in inclusive settings within the compulsory school sector?

This report draws together the key issues examined during the project activities and presents a series of recommendations for the organisation of provision and practice to improve support for all learners in mainstream schools, particularly those with disabilities.

Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives.

This document addresses policy-makers and practitioners. It has been drafted based on the findings of the Agency's Vocational Education and Training (VET) project.

The flyer below presents a list of 20 key factors identified in the course of the project in the majority of the practices analysed.

The 20 key factors that lead to successful VET results – with a clear link to employment opportunities – are:

Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives.

This policy brief builds on the outcomes of the Agency's Information and Communication Technology for Inclusion (ICT4I) project (2012–2013), which examined the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.

Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives.