Changing Role of Specialist Provision in Supporting Inclusive Education: Policy Self-Review Tool
The CROSP Policy Self-Review Tool aims to enable stakeholders to reflect and develop a continuum of support for inclusive education.
The Agency aims to offer an accessible experience for website visitors. This includes the option to translate content into multiple languages.
The translation and text-to-speech features on this website are automated. There may be inaccuracies and inconsistencies in the translations. If in doubt, please refer to the English version of the website. You may also contact us with feedback.
The Accessibility page contains further resources and details about website accessibility. The Easy to Read section presents key information about the Agency in an easy to read format.
The CROSP Policy Self-Review Tool aims to enable stakeholders to reflect and develop a continuum of support for inclusive education.
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.
This paper presents the update to the Agency’s position on inclusive education systems, published in 2015. It sets out a vision for the essential features of inclusive education systems, agreed by Agency member countries.
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.
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 Profile for Inclusive Teacher Professional Learning invites all education professionals and policy-makers to consider inclusive TPL competences.
This open-source self-reflection tool for school leaders/leadership teams and policy-makers aims to support inclusive school leadership.
The GEM Report 2021 provides information on inclusive education and progress in 30 education systems of Central and Eastern Europe, Caucasus and Central Asia.
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.