All Agency country representatives highlighted the topic of Teacher Education for Inclusion (TE4I) as a top priority. The Agency project started in 2009 and ended with a final project conference in February 2012. All information from the project activities is available on the TE4I web area.

This policy paper gives an overview of the project conclusions and recommendations. It highlights how the project recommendations may also contribute to other European Union and international policy priorities.

The Early Childhood Intervention update project was based on an analysis of Early Childhood Intervention in 19 European countries that the Agency conducted in 2003–2005. The project update in 2009–2010 aimed to build on the main outcomes and recommendations of the first Agency analysis. Twenty-six countries participated in the update project.

This is the third report in the Key Principles series, published in 2011. It draws on Agency thematic work carried out since 2003. This third document focuses upon key principles for practice that support quality in inclusive education. Education policy-makers and practitioners prepared it for policy-makers and other professionals providing leadership in education. The document aims to summarise the main principles for practice that appear to be crucial in providing quality support to learners with diverse needs in mainstream settings.

This report presents the main findings from the second phase of an Agency project on the topic of indicators in the area of inclusive education in Europe.

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In 2010, the UNESCO Institute for Information Technologies in Education (UNESCO IITE) and the Agency agreed to collaborate on a joint project to develop a Review of Innovative Practice. This report presents concrete examples of practice of the use of information and communication technology (ICT) with people with disabilities in different educational contexts and settings.

This report summarises the analysis conducted by the Agency, at the request of member country representatives, on the topic of early childhood intervention (ECI).

This project work, carried out in 2010, was an update to the ECI analysis that the Agency conducted in 2003–2004.

The Agency's special needs education (SNE) data collection is a biennial exercise with data provided by the Representatives of the Agency member countries. In all cases, this data is from official ministerial sources. All data refers to pupils officially identified as having special educational needs (SEN), as defined in the country in question. All the data presented in this document has been collected in line with each country’s own legal definition of SEN. These definitions are also provided in the texts.

In May 2009, the Council of the European Union, as part of the strategic framework for European co-operation in education and training (ET 2020), set out strategic objectives which stressed the importance of inclusive education in tackling educational disadvantage. The Council noted that education should combat all forms of discrimination and equip all young people to interact positively with their peers from diverse backgrounds.

Educational policy-makers prepared this document to provide other policy-makers across Europe with a synthesis of the main policy findings that emerged from Agency thematic work supporting the inclusion of learners with different types of special educational needs within mainstream provision.