Out-of-School and Out-of-Data? New Agency publication
A conceptual working paper related to the European Agency Statistics on Inclusive Education (EASIE) is now available on the Agency website.
Publications Order Form 2021
The Agency disseminates information from its work via a wide array of publications. These include thematic project reports, conference reports, literature reviews, policy briefs, summary flyers, practical tools and country statistical data.
This Order Form presents the Agency’s most recent publications. Click the links in the PDF to access the publications in question.
The publications are available in up to 26 languages. They are free to download from the Agency website.
Data analysis reveals the need to further enable specialist provision to act as a resource for mainstream provision and to equip stakeholders to implement inclusive education.
The transformation of specialist provision into a resource involves four main factors that policy-makers consider relevant:
Policy developments in governance mechanisms are needed to support co-operation between specialist and mainstream provision at all levels.
Most countries are making significant efforts to develop new approaches. Changes in specialist provision legislation generally aim to:
Four cross-sectoral policy areas (governance, funding, capacity building and quality assurance mechanisms) need further development to effectively support the changing role of specialist provision in supporting mainstream schools to be inclusive.
Policy-makers consider these areas highly relevant in improving the role of specialist provision as a resource for mainstream provision. Consequently, these areas are crucial to support the implementation of effective, high-quality and cost-effective inclusive education policies. They require:
Changing the role of specialist provision towards supporting inclusive education is closely related to ensuring the rights of all learners to high-quality inclusive education.
This rights-based approach builds on an education culture where the system takes responsibility for and is responsive to implementing inclusive education.
Transforming specialist provision to support mainstream provision can help schools remove barriers to learning. This shift demands that: