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In Slovenia, the Ministry of Education, Science and Sport (Ministrstvo za izobraževanje, znanost in šport) is responsible for education. It has authority to formulate and implement education policies, as well as make system regulations. The Ministry directly or indirectly outlines national programmes and draws up budgets for pre-primary, basic, upper-secondary, higher vocational and higher education.
The Directorate-General of Education of the Ministry of Education is responsible by law for developing, implementing and monitoring national policy for inclusive education, through its Special Needs Services.
For more information about country-specific data on inclusive education from Portugal, access the Country information for Portugal on the right side of this page.
Švietimo ir mokslo ministerija - The Ministry of Education and Science implements the national system of formal and non-formal education, creating conditions for lifelong learning in a changing society. Since Lithuania regained independence, the Ministry has taken the lead in developing the country's inclusive education system and it continuously implements this policy.
The Italian Ministry of Education, University and Research (MIUR) is responsible for general administration at national level. It guarantees the uniformity of national educational provision by laying down, among other things:
Kunnskapsdepartementet - The Ministry of Education and Research has overall responsibility for:
In February 2018, the Agency took part in a Peer Learning Activity (PLA), in the framework of the Education and Training 2020 Working Group on Promoting Citizenship and the Common Values of Freedom, Tolerance and Non-discrimination through Education.
This literature review examines the link between inclusive education and the social inclusion of people with disabilities. According to the review, there is evidence to suggest that there is a link between inclusive education and social inclusion in the areas of education, employment and living in the community. At the same time, the review suggests that attending segregated settings minimises the opportunities for social inclusion both in the short term (while children with disabilities are at school) and the long term (after graduation from secondary education).