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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:
The CROSP Policy Self-Review Tool aims to enable stakeholders to reflect and develop a continuum of support for inclusive education.
This report provides a summary of the Voices into Action activities. It is addressed to policy-makers and stakeholders who work with learners and families.
Phase 2 of the Teacher Professional Learning for Inclusion (TPL4I) activity revisited the Agency’s 2012 Profile of Inclusive Teachers to consider its relevance and use for all education professionals. This resulted in the 2022 Profile for Inclusive Teacher Professional Learning.
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.
The Legislative Definitions around Learners Vulnerable to Exclusion activity focused on collecting and analysing information on legal definitions or descriptions used in Agency member countries.
The EASIE 2018/2019 School Year Dataset Cross-Country Report is a collation of the individual Country Reports (indicator tables) for the 2018/2019 school year dataset collected via the European Agency Statistics on Inclusive Education (EASIE) activities.
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.
This report analyses 2021 publications to provide insights into current developments in inclusive education in the context of the COVID-19 pandemic.
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.