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The annual workshop for nominated European Agency Statistics on Inclusive Education (EASIE) data experts took place in Frankfurt am Main, Germany on 25–27 November 2019.
EASIE focuses on collecting data that informs learners’ rights issues and policy-makers’ work in relation to European Union objectives for Education and Training, policy goals for inclusive education, and the United Nations Convention on the Rights of Persons with Disabilities.
An Agency representative took part in a recent conference entitled ‘Barrier-free Learning: How to make Ukrainian schools inclusive’ in Kiev, Ukraine.
This document presents information on new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years.
Established by the United Nations (UN) and held annually, the 2019 International Day of Persons with Disabilities (IDPD) will be observed on 3 December through a series of official events.
At the request of the Ministry of Education, Culture, Sport and Youth in Cyprus, the European Commission’s Structural Reform Support Service (SRSS) is co-operating with the Agency to assist in preparing a new bill for inclusive education in Cyprus. The initiative is funded by the European Union through the Structural Reform Support Programme.
On 28–30 October, the Agency contributed to a series of working meetings to support the Polish Ministry of National Education (MEN) in its work to improve the quality of inclusive education. Other participants included MEN staff and key stakeholders – representatives from other ministries and the MEN experts’ group.
Resource allocation mechanisms that promote the labelling of learners are not cost-efficient or equitable in the long term. Rather, areas for development within educational support and provision should be identified. Ineffective cross-sectoral collaboration (i.e. with health and social protection services) can result in duplication of services and inconsistency of approaches. The policy goals linked to this issue are:
Funding mechanisms can act as an incentive for segregation and exclusion when teaching and support in mainstream settings is seen as inadequate for meeting learners’ needs. This may lead stakeholders to perceive that special settings (i.e. separate schools and classes) provide better educational support for some learners. The policy goals linked to this issue are: