Tools

The Voices into Action (VIA) activity explores educational decision-making approaches that centre on learners and families. The Agency conducted extensive research and analysed real examples of efforts to include learner and family voices in decision-making. Based on this, the Agency built an online toolkit for education stakeholders to refer to, learn from and apply to their unique contexts.

This Profile for Inclusive Teacher Professional Learning builds on the Agency’s 2012 Profile of Inclusive Teachers to present a tool for a wider group of stakeholders. It invites education professionals and policy-makers to consider inclusive teacher professional learning competences from a whole-school and community perspective.

This Policy Self-Review Tool is the main outcome of phase 2. The tool is for policy-makers at national/regional/local level, as well as decision-makers and professionals at school level. It aims to enable them to reflect and develop a continuum of support for inclusive education.

This self-reflection tool builds on two issues: aspirational standards for inclusive school leadership and the supportive policy framework. It enables reflection and exchange among the different stakeholders to identify gaps that need to be addressed.

The TPL4I Policy Self-Review Tool indicates different policy priorities. These priorities address policy elements that are important for developing policy to support teacher professional learning for inclusion.

This tool is designed to be used by policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels.

This document presents an analysis framework that has been developed to map inclusive education policies.

Inclusive in Education (IEA) is a joint initiative of UNESCO and the Agency. This is an online resource and knowledge-base presenting information from across the globe on inclusive approaches to policy and practice, benefiting both policymakers and practitioners.

By sharing key research and practice examples, this guidance encourages leaders, teachers and other school-based professionals to read, reflect and collectively consider the potential of the project learning for their own situation.

The Self-Reflection Tool - a result of the Inclusive Early Childhood Education project - is designed for all teaching professionals and staff to help reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment.

This resource brings together materials from the Organisation of Provision project and other Agency work, along with external key materials to provide a framework for the collaborative dialogue that is essential for progress in increasing inclusive capability.

The Guidelines for Accessible Information is an open educational resource to support the creation of accessible information in general and for learning in particular.

This Profile of Inclusive Teachers - a main output of the Teacher Education for Inclusion project - presents the framework of values and the areas of competence necessary for all teachers in order to be effective in inclusive classrooms.

This publication is based on collaborative work between the Agency, G3ict and UNESCO. The model policy is a resource for developing the contents of new national policy documents and complement existing policy documents.

This is a searchable database of country resources collected during the ICT for Inclusion project. Two types of resources are presented here: research literature abstracts and examples of innovative ICT for inclusion in practice. 

This resource focuses on the key role of school self-review in on-going school improvement activity. It includes school self-review materials, developed during the Raising the Achievement of All Learners in Inclusive Education (RA) project, conducted by the Agency between 2014 and 2017.