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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.
This short report provides a summary of the Agency's Raising the Achievement of All Learners in Inclusive Education project (2014–2017). Aimed in particular at policy-makers, it includes information on the project background, findings, recommendations and project outputs.
Early school leaving (ESL) is broadly defined as the phenomenon of young people leaving formal education before completing upper-secondary schooling.
Between 2015 and 2016, the Agency conducted a project on Early School Leaving, which resulted in two reports. The first report was a review of the ESL research evidence focusing on Europe.
This report is a summary of the synthesis report that brings together the main findings of the Inclusive Early Childhood Education (IECE) project. The summary report focuses on the project’s three new contributions to policy-making, research and practice in IECE. These are:
This Self-Reflection Tool was developed as part of the Agency's Inclusive Early Childhood Education (IECE) project, which ran from 2015 to 2017. The project aimed to identify, analyse and subsequently promote the main characteristics of quality IECE for all children. To that end, a need was detected for a tool that all professionals and staff could use to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment. This tool is intended to help improve settings’ inclusiveness.
The European Agency for Special Needs and Inclusive Education (the Agency) is an independent organisation. It acts as a platform for collaboration for the ministries of education in our 31 member countries.
Our work focuses on improving all learners’ achievement at all levels of inclusive lifelong learning. This enhances learners’ life chances and opportunities for actively participating in society.
On 16 October 2015, the Luxembourg Presidency of the Council of the European Union hosted the Agency’s fourth Hearing, entitled ‘Inclusive Education – Take Action!’. Seventy-two young people from across Europe, both with and without special educational needs and/or disabilities, had the opportunity to discuss how their schools and communities ensure inclusive education for them.
This flyer below summarises the young people's recommendations expressed at the Hearing in Luxembourg, later presented to the European Ministers of Education for their consideration.