The European Agency Statistics on Inclusive Education (EASIE) represents the Agency’s commitment to data collection that informs policy-making.

The Country System Mapping (CSM) activity was an in-depth information-gathering and analysis exercise open to all Agency member countries. CSM aimed to identify, map and analyse the key features of member countries’ education systems that impact upon the effective implementation of policy for inclusive education in practice.

This guidance aims to encourage decision-makers to reflect on the communication structures and processes in place in their education systems.

This report provides details of the conceptual framework – models and theories – used and methodology applied in the Building Resilience through Inclusive Education Systems activity.

This report focuses on the 2020/2021 school year dataset. It covers pre-primary, primary, lower-secondary and upper-secondary education.

The Country Policy Development Support (CPDS) activity is central to the Agency’s role as an agent for policy change in inclusive education. CPDS supports reflection on country policy development and implementation issues for inclusive education. Its overall goal is to support countries from where they are in their policy development and implementation work. 

This think piece presents key changes in thinking and concepts around inclusive education and developments in digital technology.

This literature review documents and discusses recent findings from international and academic literature relating to three priority areas for inclusive education systems.

This document presents new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years.

This report focuses on the 2019/2020 school year dataset. It covers pre-primary, primary, lower-secondary and upper-secondary education.