This study aims to re-assess the situation of special education in 18 Agency member countries, comparing findings with an earlier Agency report published in 1998.

This report mainly focuses on qualitative trends in inclusion across Europe. The study is oriented towards trends and developments in the provision for pupils with special needs in European countries. Although some quantitative data is presented (number of pupils with special needs, for example), the emphasis is on the qualitative side.

Inclusive assessment is an approach to assessment in mainstream settings where policy and practice are designed to promote the learning of all pupils as far as possible. The overall goal of inclusive assessment is that all assessment policies and procedures should support and enhance the successful participation and inclusion of all pupils.

This report provides a summary of relevant information collected by the Agency in co-operation with the Eurydice network. It covers three priority areas within the field of special needs education:

• Inclusive education and classroom practice in secondary education
• Access to and within higher education for learners with special educational needs
• Transition from school to employment.

This document considers a number of relevant issues relating to the three aspects of post-primary education examined:

Individual Transition Plans: Supporting the Move from School to Employment is a continuation of an earlier study on Transition from School to Employment for young people with special educational needs. 

This report, published in 2006, is the result of extensive collaborative work among experts on transition from 19 European countries, representatives from the employment sector, as well as young people with special educational needs and their families. 

This summary report from 2005 presents an overview of the findings of the second phase of the Classroom and School Practice project.

The project focused on revealing, analysing, describing and disseminating classroom practices in inclusive settings in such a way that European teachers can implement them on a wider scale in their classrooms. Furthermore, it addressed decision-makers within the educational system to offer the necessary conditions for teachers to become inclusive.

The Agency produced this thematic publication in co-operation with Eurydice, the information network on education in Europe. 

This thematic publication examines current practice across Europe in five key areas:

This summary report from 2003 presents an overview of the findings of the Classroom and School Practice project, focusing on the primary school age phase.

The project focused on revealing, analysing, describing and disseminating classroom practices in inclusive settings in such a way that European teachers can implement inclusive practices on a wider scale in their classrooms. Furthermore, it addressed decision-makers within the educational system to offer the necessary conditions for teachers to become inclusive.

This report is an executive summary of the Information and Communication Technology (ICT) in Special Needs Education (SNE) project that the Agency conducted during the period 1999–2001.

The project involved a major European-wide investigation into the use of ICT in SNE in 17 Agency member countries. This led to dedicated web-based resource banks of information which aim to present easily accessible information on policies, key issues, examples of interesting and innovate practice, key information sources plus future challenges in the field.

This report from 2002 analyses the main issues and options faced by learners with special educational needs in 16 European countries.

The Agency member countries selected the topic of transition from school to employment due to the perceived importance of this field and their shared interest regarding the problems related to training, qualifications and employment of young people with special educational needs.

The report addresses three areas: