The Organisation of Provision to Support Inclusive Education project (2011–2014) examined the following key question: how are systems of provision organised to meet the needs of learners identified as having disabilities in inclusive settings within the compulsory school sector?

This report draws together the key issues examined during the project activities and presents a series of recommendations for the organisation of provision and practice to improve support for all learners in mainstream schools, particularly those with disabilities.

Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives.

Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives.

This policy brief builds on the outcomes of the Agency's Information and Communication Technology for Inclusion (ICT4I) project (2012–2013), which examined the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.

Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives.

This document presents five relevant messages presented by the Agency and debated in groups during the International Conference on ‘Inclusive Education in Europe: Putting Theory into Practice’ in November 2013. Participants were invited to contribute to and debate these five key messages:

This multilingual glossary is a collection of terms in 22 languages containing key words and expressions from Agency thematic and project work. The Agency prepared this fourth edition of the glossary in collaboration with the Agency Representative Board members, National Co-ordinators and thematic project experts.

A monolingual glossary (in English) containing definitions of key terms from Agency projects is also available.

This report presents the main findings from the Agency's Information and Communication Technology for Inclusion (ICT4I) project. It draws upon all sources of project information developed during project activities. The report aims to identify the critical factors that underpin the effective use of information and communication technology in inclusive settings for all learners, but pays specific attention to learners with disabilities and special educational needs.

This report on European Patterns of Successful Practice in Vocational Education and Training (VET) was developed as a result of a coherent and comprehensive analysis of 28 VET practices, examined in the course of the Vocational Education and Training: Policy and Practice in the field of Special Needs Education (VET) project.

The Raising Achievement for All Learners (RA4AL) key project messages summarise the information from the RA4AL project synthesis report. This includes:

This Profile of Inclusive Teachers is one of the main outputs of the Teacher Education for Inclusion (TE4I) project. TE4I as a goal for all initial teacher education (ITE) students was a key recommendation of the project synthesis report; the Profile builds on this and the other findings presented in the project synthesis report.