Resource centres are core educational centres and/or institutions dedicated to providing support and consultancy to promote inclusion. A resource centre is a transformed special school, which redefines itself as a dynamic, multi-functional space that brings together both human and material resources. The transformation requires stakeholders from special settings to act as consultants for mainstream settings, providing schools with their knowledge and accumulated experience. It mobilises the knowledge and skills of the school for inclusion, valuing the knowledge and experiences of all (European Agency, 2019b).

Resources include human resources, material resources and financial resources and may also consider the amount of time dedicated to instruction. Human resources include, for example, leaders, teachers and their professional development. Material resources include educational materials and physical infrastructure (e.g. classrooms, libraries, school facilities). Financial resources/spending on education covers teacher/staff salaries and other education expenditure, such as building maintenance, transport and other operational costs. Time can include learning time, extra-curricular activities, etc. (adapted from OECD, 2013).

Resourcing refers to the act or practice of providing what is needed to complete a task.

‘Resource allocation has implications for equity in a school system and, as such, is an important consideration for policy makers’ (OECD, 2013, p. 94).

The ability to change the size and zoom of information according to the needs of the user/learner or the device used.

As a strategic planning device, school development planning is concerned with long-term goals (the mission) to be translated into planned and prioritized short-term objectives and improvement actions (development planning), after careful analysis of the strength [sic] and weaknesses of the school (audit) (UNESCO International Institute for Educational Planning, no date).

The research literature defines school failure as the result of: early school leaving; low academic achievement; inability to participate fully in society; or poor well-being in adulthood (European Agency, 2019a). School failure is linked to a lack of inclusion and fairness in education and frequently manifests as school drop-out (OECD, 2012).

From a systemic perspective, school failure occurs when a system fails to provide fair and inclusive education services that lead to successful learning, engagement, wider participation in the community and transition to a stable adulthood. From an individual perspective, school failure is defined as the learner’s failure to either:

• obtain adequate qualifications when completing school;
• develop a minimum level of positive behaviour/knowledge/skills and advance to the next grade while at school – which can, in extreme cases, lead to school drop-out (European Agency, 2019a).

This refers to all those in key leadership roles in schools and learning communities. Such leaders may also be referred to as headteachers, school directors or principals. There are various stages of school leadership, including teacher, middle and senior leadership. In this role, they focus on enlisting and guiding the talents and energies of teachers, learners and parents to achieve common educational aims.

Leading a school involves both leadership and management. It is important to acknowledge that school leaders need a balance of these two processes. Leadership is focused on values, vision and the future, whereas management is concerned with making the present work (West-Burnham and Harris, 2015) (European Agency, 2020, p. 42).

A software program designed to give access from a computer, tablet, mobile or other digital device by reading the presented information with the use of a synthetic voice. In addition to reading text, a screen reader also allows a user/learner to navigate and interact with the content using their voice. For Braille users, a screen reader can also supply the information in Braille.

A preliminary process for identifying learners who may be at risk of future difficulty in a particular area and who therefore may be a priority for intervention. Screening is intended for all learners and so the measures/tests used are usually inexpensive, quick and easy to administer, and easy to interpret. Screening is often the first step to further, more detailed assessment (diagnostic tests, etc.).

‘Connected with the meaning of words and sentences’ (Oxford Learner’s Dictionaries). When giving information, this term stresses the need to provide a meaningful structure.

A multi-faceted concept including the dimensions of material conditions such as employment, income, health, housing and education; social order and respect for others; relationships between individuals and communities; inclusion in society and equal access to opportunities/life chances. The promotion of social cohesion is intended to build more inclusive societies by giving everyone the chance to have access to fundamental rights and employment, to enjoy the benefits of economic growth with equity and social justice and thereby play a full role in society (UNESCO IITE/European Agency, 2011, pp. 102–103).

Social Exclusion … broadly describes how group(s) of people are excluded from the normal activities of their society, in multiple ways. It is multidimensional, with multiple deprivations reinforcing each other. Lack of power is at the root of every type of exclusion and there is a process of exclusion and agency involved. It concerns groups rather than individuals, and is relative: dependent on a given society’s norms (UNESCO Inclusive Policy Lab, 2017).

Providing people with relevant skills, competences and knowledge drives innovation and growth and promotes personal fulfilment and well-being. It is the best means of preventing individuals from becoming unemployed, thus reducing the risk of poverty and social exclusion (Council of the European Union, 2016).

A process which ensures that those at risk of poverty and social exclusion gain the opportunities and resources necessary to participate fully in economic, social and cultural life and to enjoy a standard of living and well-being that is considered normal in the society in which they live. Social inclusion also ensures that vulnerable groups and persons have greater participation in decision making which affects their lives and access to their fundamental rights (European Union, 2019, p. 9).

In every country, some groups confront barriers that prevent them from fully participating in political, economic, and social life. These groups may be excluded not only through legal systems, land, and labor markets, but also discriminatory or stigmatizing attitudes, beliefs, or perceptions. Disadvantage is often based on social identity, which may be across dimensions of gender, age, location, occupation, race, ethnicity, religion, citizenship status, disability, and sexual orientation and gender identity (SOGI), among other factors. This kind of social exclusion robs individuals of dignity, security, and the opportunity to lead a better life. Unless the root causes of structural exclusion and discrimination are addressed, it will be challenging to support sustainable inclusive growth and rapid poverty reduction (World Bank, no date).

Social responsibility refers to ‘the obligation of an organization’s management towards the welfare and interests of the society in which it operates’ (Business Dictionary, no date).

A school or unit providing some form of specialist provision and/or support, away from local community friends and peers, maintained/provided by the relevant educational authorities (municipality, local or regional educational provider from the public or private sector, working with/for the ministry responsible for national education) (European Agency, 2021a, p. 10).