The Supporting Inclusive School Leadership (SISL) project aimed to inform wider discussions about school leadership across stakeholder groups in policy and practice. It investigated how to effectively develop and promote inclusive school-level leadership through national- and local-level policy frameworks and support mechanisms.
Key Principles – Supporting policy development and implementation for inclusive education: Policy Brief
This Policy Brief presents 14 key principles which set out the necessary elements for an overall system for inclusive education.
This report focuses on policy development and implementation in line with a broader view of inclusion in education systems and educational opportunities.
This open-source self-reflection tool for school leaders/leadership teams and policy-makers aims to support inclusive school leadership.
Phase 1 of the Teacher Professional Learning for Inclusion (TPL4I) project focused on policies that affect teacher professional learning (TPL) for inclusion. It aimed to identify the essential policy elements to ensure that all teachers are prepared for inclusive education. This report presents all TPL4I phase 1 activities and findings.
This final summary report summarises the main findings of the Preventing School Failure project.
This tool is designed to be used by policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels.
This is a summary report based on the analysis presented in the FPIES project synthesis report which examined fundamental topics that connect funding mechanisms for inclusive education systems to four resourcing issues.
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 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.