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.

The Agency ICT for Inclusion (ICT4I) project (2012–2013) aimed to collect information about the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education. The project provided an update to the Information and Communication Technology in Special Needs Education project (1999–2001).

The Organisation of Provision to Support Inclusive Education project ran from 2011 to 2014. It addressed the question: how are systems of provision organised to meet the needs of learners identified as having disabilities under the United Nations Convention on the Rights of Persons with Disabilities?

This report on European Patterns of Successful Practice in Vocational Education and Training (VET) was developed as a result of a coherent and comprehensive analysis of 28 VET practices, examined in the course of the Vocational Education and Training: Policy and Practice in the field of Special Needs Education (VET) project.

This document critically reviews the literature on issues related to vocational education and training for learners with special educational needs. It covers two priority areas: the key factors that facilitate vocational educational and training for learners with special education needs, and the relationship with the labour market and key challenges.

This is a review of international research literature in the field of teacher education generally and teacher education for inclusion specifically. The review was developed with input from representatives of the European Commission's Directorate-General for Education and Culture, UNESCO International Bureau of Education and OECD-CERI. Most importantly, experts from 18 countries participating in the Agency project conducted a review of research information and this is also included in the review document.

This review presents the developments in international and European policy related to information and communication technology (ICT) and education, with a special focus on ICT to support inclusive education. It is one of the outputs of the Agency's ICT for Inclusion (ICT4I) project (2012–2013).