This Profile of Inclusive Teachers is one of the main outputs of the Teacher Education for Inclusion (TE4I) project. TE4I as a goal for all initial teacher education (ITE) students was a key recommendation of the project synthesis report; the Profile builds on this and the other findings presented in the project synthesis report.

In November 2011, the Agency hosted a Hearing at the European Parliament in Brussels. The Agency member countries nominated 88 young people, both with and without special educational needs and/or disabilities, from secondary and vocational education, to discuss what inclusive education means to them. 

The one-year Accessible Information for Lifelong Learning (i-access) project aimed to raise awareness of the issues surrounding accessible information provision for lifelong learning in order to facilitate positive developments. The collective results of the i-access project led to guiding principles and key areas for recommendations to support accessible information provision for lifelong learning agreed at the European level by the key stakeholders in the field.

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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.

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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.