Inclusion
Inclusion is both a principle and a process: ‘Inclusion and equity in and through education is the cornerstone of a transformative education agenda […] No education target should be considered met unless met by all’ (World Education Forum, 2015, p. 2).
It can be seen as: ‘A process consisting of actions and practices that embrace diversity and build a sense of belonging, rooted in the belief that every person has value and potential and should be respected’ (UNESCO, 2020a, p. 419).
The term was often associated with disability, but now extends to wider groups as ‘a response to increasingly complex and diverse societies. It treats diversity as an asset which helps prepare individuals for life and active citizenship in increasingly complex, demanding, multi-cultural and integrated societies’ (Soriano, Watkins and Ebersold, 2017, p. 7).
Accessible Information Provision for Lifelong Learning, Assessment in Inclusive Settings, Building Resilience through Inclusive Education Systems, Changing Role of Specialist Provision in Supporting Inclusive Education, Country Policy Review and Analysis, European Agency Statistics on Inclusive Education, Financing of Inclusive Education: Mapping Country Systems for Inclusive Education, Financing Policies for Inclusive Education Systems, ICT for Inclusion, ICT for Information Accessibility in Learning, Inclusive Early Childhood Education, Indicators for Inclusive Education, Key Principles, Mapping the Implementation of Policy for Inclusive Education, Organisation of Provision to Support Inclusive Education, Preventing School Failure: Examining the Potential of Inclusive Education Policies at System and Individual Levels, Raising Achievement for All Learners – Quality in Inclusive Education, Raising the Achievement of All Learners in Inclusive Education, Supporting Inclusive School Leadership, Teacher Education for Inclusion, Teacher Professional Learning for Inclusion, Technical Support Instrument actions, Voices into Action: Including the Voices of Learners and their Families in Educational Decision-Making
Inclusive education
‘An education that promotes mutual respect and value for all persons and builds educational environments in which the approach to learning, the institutional culture and the curriculum reflect the value of diversity’ (UNESCO, 2020a, p. 420).
The Agency views inclusive education as ‘a systemic approach to providing high quality education in mainstream schools that effectively meets the academic and social learning needs of all the learners from the school’s local community’ (European Agency, 2015, p. 2).
Inclusive education supposes a real change at both policy and practice levels regarding education. Learners are placed at the centre of a system that needs to be able to recognise, accept and respond to learner diversity. Inclusive education aims to respond to the principles of efficiency, equality and equity, where diversity is perceived as an asset. Learners also need to be prepared to engage in society, to access meaningful citizenship and to acknowledge the values of human rights, freedom, tolerance and non-discrimination (Soriano, Watkins and Ebersold, 2017, p. 6).
Accessible Information Provision for Lifelong Learning, Building Resilience through Inclusive Education Systems, Changing Role of Specialist Provision in Supporting Inclusive Education, European Agency Statistics on Inclusive Education, Financing of Inclusive Education: Mapping Country Systems for Inclusive Education, Financing Policies for Inclusive Education Systems, ICT for Inclusion, Inclusive Early Childhood Education, Key Principles, Organisation of Provision to Support Inclusive Education, Preventing School Failure: Examining the Potential of Inclusive Education Policies at System and Individual Levels, Raising the Achievement of All Learners in Inclusive Education, Teacher Professional Learning for Inclusion, Technical Support Instrument actions, Voices into Action: Including the Voices of Learners and their Families in Educational Decision-Making