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Policy Guidance Framework
The FPIES project activities have led to the identification of a series of inter-connected financing issues, factors and drivers that must be considered within the development of more effective financing mechanisms for inclusive education systems.
Project Partners
Information about partners and links to their Country Reports and Country Study Visit Reports
MIPIE project information flyer
MIPIE project information flyers available to download
International Resources
International resources available from across the world - produced by organisations, agencies, voluntary sector and industry - that support the development of policy and practice in the field of ICT for inclusion.
Recommendations for Promoting Accessible Information for Lifelong Learning
The Recommendations for Promoting Accessible Information for Lifelong Learning are the main output of the Accessible Information Provision in Lifelong Learning project.
Brussels MIPIE Conference
The first MIPIE project conference was held on 2–3 December 2010 in Brussels, Belgium.
Country Data Collection Work
One of the key activities for the MIPIE project was to collect overview information on data collection work already going on in participating countries.
TE4I country reports
Within the project, focused country information was collected in order to provide a description of the reality of teacher education situations in countries and information about best practice that indicates ways forward/innovations.
Profile of Inclusive Teachers
The Profile of Inclusive Teachers was developed as a guide for the design and implementation of initial teacher education programmes for all teachers.
Changing the Role of Specialist Provision: Final Summary Report
This report presents the key findings of phases 1 and 2 of the Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) project.
Inclusive Early Childhood Education
The 3-year Inclusive Early Childhood Education (IECE) project focuses upon the fact that early childhood educational experiences have an important impact on a person’s life – provision of high quality early childhood education has positive effects on achievement and social adaptation of children.
Country Policy Review and Analysis
The goal of the Country Policy Review and Analysis (CPRA) work is to aid country reflection regarding the development of policy for inclusive education. It aims to act as a tool for stimulating discussion in the country concerned.
ICT for Inclusion
The ICT4I project focuses on the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
Mapping the Implementation of Policy for Inclusive Education
Policy-makers working in inclusive education need to know what qualitative and quantitative information to collect and the best methods of doing this in order to map the implementation of policies for inclusive education. The goal for the MIPIE project is to provide them with clear proposals on agreed signposts to track progress towards educational inclusion.
Teacher Education for Inclusion
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?
Vocational Education and Training: Policy and Practice in the field of Special Needs Education
This project aims to identify and investigate the relevant key aspects of VET programmes for learners with SEN, with a clear link to employment opportunities. In particular, the project investigates what works in VET for learners with SEN and why.
Raising Achievement for All Learners – Quality in Inclusive Education
The RA4AL project aims to address the ways in which inclusive policy and practice can raise the achievement of all learners.
Annual Report
The Annual Report summarises the Agency’s activities during the previous year.
Changing Role of Specialist Provision in Supporting Inclusive Education: Policy Self-Review Tool
The CROSP Policy Self-Review Tool aims to enable stakeholders to reflect and develop a continuum of support for inclusive education.
Inclusive School Leadership: A Tool for Self-Reflection on Policy and Practice
This open-source self-reflection tool for school leaders/leadership teams and policy-makers aims to support inclusive school leadership.