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.

This document addresses policy-makers and practitioners. It has been drafted based on the findings of the Agency's Vocational Education and Training (VET) project.

The flyer below presents a list of 20 key factors identified in the course of the project in the majority of the practices analysed.

The 20 key factors that lead to successful VET results – with a clear link to employment opportunities – are:

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.

The International Conference on ‘Inclusive Education in Europe: Putting Theory into Practice’ (Brussels, November 2013) involved decision-makers, researchers, practitioners, people with disabilities and their families. The messages and statements provided by the stakeholders at this conference are available in the First Results from the International Conference report.

This document provides a brief synthesis of 28 country reports regarding policies and practices in the area of vocational education and training (VET) in the field of special needs and inclusive education. It is based on information and data collected through a questionnaire that country experts completed for the Agency project on Vocational Education and Training: Policy and Practice in the field of Special Needs Education (2010–2012).

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.