inclusive education in europe

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Inclusive and special education in europe.

• Susanne Schwab Susanne Schwab University of Vienna & North-West University
• https://doi.org/10.1093/acrefore/9780190264093.013.1230
• Published online: 30 January 2020

One of the largest reforms in the school systems of European countries is inclusive schooling. All over Europe enrollment of students with special educational needs (SEN) in regular classrooms is rising and at the same time the proportion of students with SEN in segregated school settings is declining (in most European countries). Despite a significant push to implement inclusive education across the countries of the European Union, its practical implementation is limited in most of the countries. There are huge variations across the countries in the way they are attempting to implement inclusion as well as unique challenges that each country faces. For example, the decision of whether a child with SEN will attend inclusive or special education is made by different stakeholders in different countries. While in some countries this choice is mainly made by parents, in other countries professionals decide which school is most appropriate for students with SEN. Moreover, the resources available to implement inclusive education differ widely across Europe.

• inclusive education
• special education
• students with special educational needs

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Comparative Reports

Promoting diversity and inclusion in schools in Europe

This report investigates existing national/top-level policies and measures that promote diversity and inclusion in school education.

It focuses especially on learners who are most likely to experience disadvantage and/or discrimination in schools, including girls/boys, students from different migrant, ethnic and religious backgrounds, LGBTIQ+ students, and students with special educational needs or disabilities. The report highlights existing targeted policy initiatives promoting the learners’ access to quality, inclusive, mainstream education.

It provides a comparative overview of policies and measures across 39 European education systems and presents many country examples, which showcase some of the most recent initiatives taken across Europe.

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Main findings, policy data tables, report highlights, promoting diversity and inclusion in schools.

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Promotion of diversity and inclusion in schools, conference organised by the dg eec - portugal.

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European agency for special needs and inclusive education.

The European Agency for Special Needs and Inclusive Education is an independent organisation that acts as a platform for collaboration for the ministries of education of its member countries.

The Agency's work focuses on supporting the development of inclusive education systems to ensure every learner’s right to inclusive and equitable educational opportunities.This enhances learners’ life chances and possibilities for actively participating in society.

The Agency member countries’ shared ultimate vision for inclusive education systems is that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers. Therefore this vision is the focal point of all Agency work. See this vision explained in an infographic  and a short video .

The Agency aims to help member countries improve their educational policy and practice, by combining the perspectives of policy, practice and research in order to provide evidence-based information and guidance on implementing inclusive education. This video explains how the Agency works with its member countries .

For more information about the Agency, visit www.european-agency.org or contact the Agency Secretariat: [email protected]

Stay informed about the Agency's work by subscribing to the Agency newsletter here .

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The Agency aims to offer an accessible experience for website visitors. This includes the option to translate content into multiple languages.

The translation and text-to-speech features on this website are automated. There may be inaccuracies and inconsistencies in the translations. If in doubt, please refer to the English version of the website. You may also contact us with feedback.

The Accessibility page contains further resources and details about website accessibility. The Easy to Read section presents key information about the Agency in an easy to read format.

Country Information

The Agency has 31 member countries, covering 36 jurisdictions (England, Northern Ireland, Scotland and Wales, as well as Belgium’s French, Flemish and German communities are each represented separately). This section contains information about each of the member countries.

Each country information page contains the following sections:

• National contacts
• A description of the country's system for inclusive education
• Country resources, such as publications, country data and projects
• Country news.

Click on a country name or flag in the list below to view information about that country. Alternatively, you can select 'View map' to see an interactive map of the Agency member countries.

Select a member country

• Belgium (Flemish community)
• Belgium (French community)
• Belgium (German community)
• Czech Republic
• Netherlands
• Switzerland
• UK (England)
• UK (Northern Ireland)
• UK (Scotland)

Children have differing interests, talents and skills. This is true for children with and without disabilities. In an inclusive school, the focus is shifted from what a child cannot do to what it can do.

Inclusion at school: A right for every child

Children have differing interests, talents and skills. This is true for children with and without disabilities. An inclusive school embraces these differences and creates an environment where every child can learn at their own pace. In an inclusive school, the focus is shifted from what a child cannot do to what it can do. Inclusion is different from integration: It is not the pupils who need to adapt, but the educational system which must take into account different needs.

Parents of children with intellectual disabilities have been demanding inclusive schools for a long time, in line with the UN Convention on the Rights of Persons with Disabilities (UN CRPD). However, in many European countries children with intellectual disabilities still attend special schools that allow little interaction with non-disabled children and do not provide children with the same opportunities to flourish, as well as later on to get access to the open labour market.

Inclusion Europe demands that countries introduce inclusive schools everywhere and stop segregating children into special schools. For this approach to be successful, children with disabilities must be given the support they need. Teachers and educators must understand and accept that children can learn together, even if their educational goals and abilities are not the same. To bring about this change, strong leadership from school principals and school boards is necessary.

Led by our working group on Inclusive Education, Inclusion Europe promotes inclusive education among its membership and in all European countries. We organise regular study visits, round tables and conferences which are attended by many of our members. Regarding adult education, Inclusion Europe takes part in a project to promote the inclusion of people with intellectual disabilities at universities .

Why we care about education.

Position paper, available in multiple languages.

Reports published by Inclusion Europe on the topic include:

• Inclusive Education and Legal Capacity 2020
• Education of children with complex support needs
• Best Practices in Inclusive Education – English Version
• Best Practices in Inclusive Education – French Version
• The European Status Report on Inclusive Education
• The Global Report on Inclusive Education (Inclusion International)

Children’s rights for all reports

• 2011: Implementing the UN CRPD
• 2020: Legal and policy framework
• both Children’s rights for all reports are here

Events about education

• Quality education for all (Europe in Action 2020)
• Family Action in Inclusive Education. Kick-off for Independence (Europe in Action 2016)
• Europe in Action 2008 in Vienna
• Learning all our lives: Continuing education for adults with intellectual disabilities (Europe in Action 2006)

Posts about Education

Our work brings the voice of people with intellectual disabilities and their families where decisions about their future are made.

This has always been incredibly important. It is even more so with the Covid pandemic drastic impact on their rights and lives.

Being visible and vocal on issues directly affecting millions of people requires your support. 

Become Inclusion Europe supporter and help us keep doing our work .

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• Uncategorised @fr

Inclusive education in the European Union: A fuzzy-set qualitative comparative analysis of education policy for autism

Affiliations.

• 1 Department of International Health, School CAPHRI, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.
• 2 School of Psychology, University of Nottingham, Nottingham, UK.
• 3 Institute of Public Health, University of Cambridge, Cambridge, UK.
• 4 Autism Research Centre, Department of Psychiatry, University of Cambridge, Cambridge, UK.
• 5 Department of Health Policy Management, Institute of Public Health, Faculty of Health Care, Jagiellonian University, Krakow, Poland.
• 6 National Institute of Public Health, Warsaw, Poland.
• PMID: 33535919
• DOI: 10.1080/19371918.2021.1877590

Children with special education needs (SEN), such as children with autism, benefit from being included in education along with typical peers. However, development and implementation of inclusive education (IE) is considered difficult. This paper identifies conditions that facilitate IE development for children with autism in the European Union and benchmarks to track IE policy development. Education policy data from 30 legislative regions in the European Union were analyzed through a qualitative comparative analysis using eight conditions: a definition of SEN, the right to education for children with SEN, support for teaching staff, support services for children with SEN, individualized learning outcomes, parental involvement, and mixed mainstream classes. The right to education for children with SEN is implemented in all regions under study. Seven of the examined conditions were associated with IE: an established definition of SEN, support for teaching staff, support services for children with SEN, individualized learning outcomes, parental involvement, IE policies, and mixed mainstream classrooms. Mixed classrooms and support services for children with SEN were identified as necessary for IE. IE policies and support for teaching staff were present in all scenarios that facilitated IE. While the analysis was initially focused on autism, the policies consisted predominantly of general SEN policies, allowing the results to be interpreted in a wider context, beyond autism. Ultimately, mixed mainstream classrooms and support services for children with special needs were found essential for consistent IE development. Support for teaching staff and IE policies facilitate IE and should be further explored and implemented.

Keywords: Autism; European Union; education; inclusion; policy; special education needs.

Publication types

• Research Support, Non-U.S. Gov't
• Autistic Disorder*
• Education, Special
• Educational Status
• European Union
• Mainstreaming, Education

Grants and funding

• Medical Research Council/United Kingdom
• Wellcome Trust/United Kingdom
• Department of Health/United Kingdom

Translations are provided via eTranslation, the European Commission's machine translation service, except for Albanian, Arabic, Armenian, Azerbaijani, Bosnian, Georgian, Macedonian, and Serbian. Please note that some content may not be available in these languages.

• slovenščina
• Azerbaijani

ART AND CREATIVITY WITH AN INCLUSIVE PERSPECTIVE

Exploring art and creativity through an inclusive lens broadens our understanding and appreciation of diverse perspectives and voices in the artistic landscape. For all details and other dates please write to [email protected]

Description

The Art and Creativity with an Inclusive Perspective Course is a transformative journey that celebrates diversity and empowers participants to embrace inclusive practices in the world of art and creativity. This course aims to inspire educators, artists, and creatives to cultivate an inclusive mindset that honours individuality, breaks barriers, and fosters a sense of belonging for all. Through a diverse range of artistic expressions, participants will explore how art can become a powerful medium for promoting empathy, understanding, and social change.

Learning objectives

• To introduce participants to the concept of inclusive art and creativity, emphasizing the importance of representing diverse perspectives, experiences, and identities.
• To foster an understanding of the transformative role of art in promoting empathy, tolerance, and respect for diverse cultures, races, genders, and abilities.
• To explore various forms of inclusive art, including visual arts, performing arts, literature, music, and multimedia, as powerful vehicles for social inclusion and empowerment.
• To equip educators and artists with strategies for creating inclusive learning environments that celebrate the uniqueness of each individual and encourage creative expression without judgment.
• To highlight the significance of authentic representation and cultural sensitivity in art, ensuring that diverse voices are heard and respected.
• To provide insights into the history of underrepresented groups in the art world and their contributions to artistic expressions.
• To encourage the use of inclusive language and imagery in art and creativity, promoting positive representation and challenging stereotypes.
• To facilitate collaboration and cross-cultural exchange among participants, fostering a community of artists and creatives committed to inclusivity.
• To explore the potential of art therapy as a tool for healing and empowerment, particularly for marginalized communities and individuals facing challenges.
• To promote accessible and inclusive art spaces, ensuring that art and creativity are open to everyone, regardless of physical or cognitive abilities.
• To address potential barriers to inclusive art and creativity, such as cultural biases, language barriers, and institutional limitations, and brainstorm solutions for overcoming them.
• To encourage participants to reflect on their own biases and privilege and how these may influence their creative work and interactions with others.
• To inspire participants to use their artistic skills and creativity to advocate for s

Methodology & assessment

Certification details.

Certificates will be delivered in hard copy format and will include information about the course title, participant name, organization name (host and sender), duration, number of training hours, and the main topics covered in the course. The certificates are signed both by the administrator of the host organisation and by the trainer.

Pricing, packages and other information

• Price: 400 Euro

Additional information

• Language: English
• Target audience ISCED: Primary education (ISCED 1) Lower secondary education (ISCED 2) Upper secondary education (ISCED 3)
• Target audience type: Teacher Head Teacher / Principal Other
• Learning time: 25 hours or more

Upcoming sessions

• Starting on 18.11.2024 - Ending on 22.11.2024 Planned in Türkiye
• Starting on 14.04.2025 - Ending on 18.04.2025 Planned in Türkiye
• Starting on 07.07.2025 - Ending on 11.07.2025 Planned in Türkiye
• Starting on 18.08.2025 - Ending on 29.08.2025 Planned in Türkiye

Past sessions

• Starting on 13.11.2023 - Ending on 17.11.2023 Planned in Türkiye
• Starting on 08.04.2024 - Ending on 12.04.2024 Planned in Türkiye
• Starting on 17.06.2024 - Ending on 21.06.2024 Planned in Türkiye
• Starting on 01.07.2024 - Ending on 05.07.2024 Planned in Türkiye
• Starting on 26.08.2024 - Ending on 30.08.2024 Planned in Türkiye

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