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The EASIE Key Messages and Findings (2014 / 2016) report highlights the key messages and main findings from the first two EASIE datasets and Cross-Country Reports.
This publication presents the results of the event organised by the Bulgarian Presidency of the Council of the European Union and the European Agency for Special Needs and Inclusive Education at the Council of the European Union on 21 June 2018.
This report focuses on the 2016 EASIE dataset. The data from participating countries is from the 2014/2015 school year and the dataset was processed from 2016 onwards.
This guidance provides materials from the Agency’s Raising the Achievement of All Learners in Inclusive Education project (2014–2017). Its aim is to support schools to focus on equity and inclusion in order to provide a quality education and raise the achievement of all learners.
The Supporting Inclusive School Leadership (SISL) project considers leadership for inclusion aimed at addressing inequality to building community and full participation. It focuses on valued outcomes for all learners, including those most vulnerable to exclusion.
This final summary report outlines the 'Evidence of the Link Between Inclusive Education and Social Inclusion' literature review’s main findings and presents the key policy messages and considerations. The full literature review is available in print and in electronic format on the Agency’s website.
This report provides an analysis and findings relating to inclusive education systems emerging from the Financing Policies for Inclusive Education Systems (FPIES) project (2016–2018). FPIES was co-funded by the Agency and the European Commission’s Erasmus+ Key Action 3 ‘Forward-Looking Cooperation Projects’ framework.
The Faculty of Psychology, Education and Sport Sciences at Blanquerna-Universitat Ramon Llull offers studies in Pre-Primary Education, Primary Education, Psychology, Speech Therapy and Sport Sciences. The curricula are based on a theoretical and practical learning system, with workshops and placements in schools, hospitals, sports facilities and a wide range of centres, following the axes of the Bologna Declaration.
The Directorate-General of Education of the Ministry of Education is responsible by law for developing, implementing and monitoring national policy for inclusive education, through its Special Needs Services.
For more information about country-specific data on inclusive education from Portugal, access the Country information for Portugal on the right side of this page.
This literature review examines the link between inclusive education and the social inclusion of people with disabilities. According to the review, there is evidence to suggest that there is a link between inclusive education and social inclusion in the areas of education, employment and living in the community. At the same time, the review suggests that attending segregated settings minimises the opportunities for social inclusion both in the short term (while children with disabilities are at school) and the long term (after graduation from secondary education).