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Teachers can be enabled to act proactively and feel prepared for psycho-social emergencies when communication processes are transparent, and they are involved in decision-making.
Education systems need to move from compensatory approaches, towards more pro-active intervention and prevention approaches that increase all schools’ capacity to provide high-quality support to all learners.
Supportive links in the community around learners and families can be created by using effective communication to develop good partnerships between decision-makers and communities.

The Agency's Vision for Inclusive Education Systems

Our 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.

A well-established culture of effective communication supports the resilience and well-being of learners, families, teachers and school communities.
A culture of effective communication in education ensures that communication about decisions and decision-making processes involves stakeholders of all levels.
Build capacity for meaningful participation of and active listening to learners and families in educational decision-making.
Assistive technology should only be used when universally-designed technology is insufficient to meet all users’ needs.
Inclusive education is often interpreted as being specifically aimed at learners with disability and/or special needs, instead of catering for all learners, with all of their diverse and individual needs, by identifying and removing barriers to learning.

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