The Learner Participation in Inclusive Education (LPIE) activity focuses on gathering and using meaningful qualitative data on learners’ socio-emotional participation in inclusive education.

This background paper provides information on the topic of participation in relation to the LPIE activity. It reviews and elaborates on publications on learner participation in inclusive education to address two essential questions:

This report presents the background to and the methodology used in the Country Policy Development Support activity.

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

This European Agency Statistics on Inclusive Education (EASIE) Cross-Country Report is a collation of the individual Country Reports focusing on the 2021/2022 school year.

The report provides 33 indicators relating to access to and placement in inclusive education or otherwise. These have been calculated using the available data from 33 participating Agency member countries and jurisdictions. The indicators are based on two areas of country data:

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.