New tools to support inclusive education in Italy
New individual education plan templates have been launched in Italy as part of a decree defining support measures for learners with special educational needs.
Videoconference on the European Strategy for the Rights of Persons with Disabilities 2021–2030
The European Strategy for the Rights of Persons with Disabilities aims to improve the lives of people with disabilities across the EU and beyond.
Conference on Inclusion and Equity in Education: Challenges and Perspectives
The Agency has taken part in a conference to promote discussion on the right to quality inclusive and equitable education for all learners within the European Union.
Teacher professional learning for inclusion is an essential part of inclusive education system development.
A systemic approach to teacher professional learning (TPL) for inclusion identifies the main challenges at different levels of the inclusive education ecosystem. From a systemic perspective, TPL for inclusion is an essential part of inclusive education system development.
At the national/regional level, educational policies must focus on meeting all learners’ needs and promote a deeper understanding of diversity in TPL for inclusion. Moreover, TPL policies need to bridge the gaps between different TPL phases.
Policy can build capacity for teacher professional learning for inclusion in various ways, including collaborative approaches and providing adequate funding and effective monitoring.
Strategies to build capacity for inclusion are largely collaborative and operate across the professional continuum of teachers and specialist staff. Collaborative approaches, across school levels and agencies at community or national/regional level, show various opportunities for teacher professional learning (TPL) for inclusion. However, more cross-sectoral and career-long co-operation is needed.
To build capacity for TPL for inclusion, policy develops strategies and guidelines to:
Policy must review goals and consider competence areas for teacher professional learning for inclusion, and ensure a continuum of support for all teachers, schools and higher education institutions.
Goals include qualifications, competence areas, pedagogies for inclusion, dialogue about inclusion, alignment of teacher professional learning (TPL) with national/regional and local-level policy goals and system requirements for an inclusive education system.