Guidance for Establishing a Culture of Effective Communication in Education
This guidance aims to encourage decision-makers to reflect on the communication structures and processes in place in their education systems.
Voices into Action: Including the Voices of Learners and their Families in Educational Decision-Making – Final Summary Report
The Voices into Action (VIA) activity examined how to meaningfully involve the voices of learners and their families in educational decision-making processes. It aimed to:
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.
Legislative Definitions around Learners’ Needs – Policy Brief
The Legislative Definitions around Learners Vulnerable to Exclusion activity focused on collecting and analysing information on legal definitions and descriptions used in Agency member countries. There was a particular focus on legislative definitions and descriptions around a broad vision of inclusive education for all learners.
Agency position on inclusive education systems – Second edition
This paper presents the update to the Agency’s position on inclusive education systems. It sets out a vision for the essential features of inclusive education systems, originally agreed by Agency member countries in 2015.
Changing the Role of Specialist Provision: Final Summary Report
The Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) project aimed to identify and analyse challenges and opportunities within country policy and practice that influence the re-organisation and reform of specialist provision towards inclusive education for all learners.
Inclusive Digital Education – Policy Brief
The Inclusive Digital Education (IDE) activity aims to thoroughly examine new priorities and demands in relation to inclusive digital education and blended learning. IDE considers international literature, along with Agency work in this field, and reflects on overlaps or gaps that need exploring.
Profile for Inclusive Teacher Professional Learning: Including all education professionals in teacher professional learning for inclusion
The Profile for Inclusive Teacher Professional Learning invites all education professionals and policy-makers to consider inclusive TPL competences.
Supporting Inclusive School Leadership: Policy Messages
The Supporting Inclusive School Leadership (SISL) project aimed to inform wider discussions about school leadership across stakeholder groups in policy and practice. It investigated how to effectively develop and promote inclusive school-level leadership through national- and local-level policy frameworks and support mechanisms.