This report summarises the analysis conducted by the Agency, at the request of member country representatives, on the topic of early childhood intervention (ECI).

This project work, carried out in 2010, was an update to the ECI analysis that the Agency conducted in 2003–2004.

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.

In May 2009, the Council of the European Union, as part of the strategic framework for European co-operation in education and training (ET 2020), set out strategic objectives which stressed the importance of inclusive education in tackling educational disadvantage. The Council noted that education should combat all forms of discrimination and equip all young people to interact positively with their peers from diverse backgrounds.

Educational policy-makers prepared this document to provide other policy-makers across Europe with a synthesis of the main policy findings that emerged from Agency thematic work supporting the inclusion of learners with different types of special educational needs within mainstream provision.

This report from 2009 summarises the analysis conducted by the Agency, at the request of member country representatives, on the topic of special needs education and multicultural diversity.

It aimed to respond to three key questions: 

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.

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.

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:

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.

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.