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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.
The Legislative Definitions around Learners Vulnerable to Exclusion activity focused on collecting and analysing information on legal definitions or descriptions used in Agency member countries.
The EASIE 2018/2019 School Year Dataset Cross-Country Report is a collation of the individual Country Reports (indicator tables) for the 2018/2019 school year dataset collected via the European Agency Statistics on Inclusive Education (EASIE) activities.
This paper presents the update to EASNIE’s position on inclusive education systems. It sets out a vision for the essential features of inclusive education systems, originally agreed by EASNIE member countries in 2015.
This report analyses 2021 publications to provide insights into current developments in inclusive education in the context of the COVID-19 pandemic.
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.
This report provides an overview of phases 1 and 2 of the Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) project.
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.
The Agency’s data collection activity (EASIE) provides clearly focused data that informs country policy priorities on inclusive education, the European Commission’s strategic objectives on inclusive education and the implementation of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (2006).
The Profile for Inclusive Teacher Professional Learning invites all education professionals and policy-makers to consider inclusive TPL competences.