The theme for the TE4I country visit held on 28–30 April 2010 was exploring the Northern Ireland Teacher Competences to develop inclusive practitioners and considering the wider potential implications for the mainstream education system that need to be considered for teachers to use/implement these competences in the best way.

Presentations included:

Within the TE4I project, focused country information was collected in order to provide:

The TE4I project investigated how all teachers are prepared via their initial training to meet the needs of more diverse learners in the classroom, seeking answers for the following key issues: What kind of teachers do we need for an inclusive society in a 21st century school? and What are the essential teacher competences for inclusive education?

Project experts from 25 countries provided information about the situation in their country for the Multicultural Diversity and Special Needs Education project. The country reports have been prepared by the experts  based on a questionnaire for this data collection purpose.

The reports are available as a Word file for download below.

The Multicultural Diversity and Special Needs Education project analyses the connection between special needs education and immigration. It involved 25 European countries between 2006 and 2008.

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Phase 1 of the Assessment in Inclusive Settings project ran from 2005 to 2006 and resulted in a series of materials.

The end point of Phase 1 of the Agency's Assessment in Inclusive Settings project was a discussion and then an explanation of the concept of inclusive assessment, as well as a series of recommendations for inclusive assessment policy and practice.

The goal of Phase 2 project work (2006–2008) was to develop and also go deeper into the findings from Phase 1 in order to examine how inclusive assessment can be put into practice by exploring inter-connected themes:

The two phases of the Assessment in Inclusive Settings project examines how assessment policy and practice can support effective decision-making about teaching and learning approaches, methods and steps.

Two consecutive projects focusing on the development of a set of indicators for inclusive education in Europe.