| European Agency for Special Needs and Inclusive Education

Inclusive education systems are a vital component of more socially inclusive societies, an ideal which all Agency member countries align themselves with, both ethically and politically.

Read more about Inclusive education systems are a vital component of more socially inclusive societies, an ideal which all Agency member countries align themselves with, both ethically and politically.

Policy makers and decision makers should reflect upon the extent to which national legislation ensures that children – in particular those who are vulnerable to marginalisation and exclusion – are at the forefront of policy making.

Read more about Policy makers and decision makers should reflect upon the extent to which national legislation ensures that children – in particular those who are vulnerable to marginalisation and exclusion – are at the forefront of policy making.

Everything about us, with us! Young people should be directly involved in all decision-making concerning them.

Read more about Everything about us, with us! Young people should be directly involved in all decision-making concerning them.

The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.

Read more about The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.

Emerging technologies present clear challenges, but also huge opportunities for widening access and participation in inclusive education.

Read more about Emerging technologies present clear challenges, but also huge opportunities for widening access and participation in inclusive education.

Monitoring the effectiveness of systems for inclusive education is a clear policy priority for many European countries.

Read more about Monitoring the effectiveness of systems for inclusive education is a clear policy priority for many European countries.

Mainstream schools need to be supported to address the needs of a heterogeneous pupil population regardless of their special educational needs and ethnic origin.

Read more about Mainstream schools need to be supported to address the needs of a heterogeneous pupil population regardless of their special educational needs and ethnic origin.

Efficient evaluation mechanisms need to be developed to ensure the quality and effectiveness of early childhood intervention provision and delivery.

Read more about Efficient evaluation mechanisms need to be developed to ensure the quality and effectiveness of early childhood intervention provision and delivery.

A ‘continuum of support’ is needed to enable teachers to take responsibility for all learners and meet their diverse needs

Read more about A ‘continuum of support’ is needed to enable teachers to take responsibility for all learners and meet their diverse needs

The aim of early childhood intervention is to reach all children and families in need of support as early as possible and as quickly as possible

Read more about The aim of early childhood intervention is to reach all children and families in need of support as early as possible and as quickly as possible