European Agency for Development in Special Needs Education

1. Overview of Current Work European Agency for Development in Special Needs Education

2. Mission • The Agency is a permanent network of ministerial representatives acting as the member countries’ platform for collaboration regarding the promotion of quality and equity in education as a means to achieving social cohesion

3. Focus (1) • The Agency’s main focus is upon inclusive education within its widest interpretation – that is dealing with learner difference and diversity in all educational settings as a quality issue. The Agency’s work is essentially concerned with how the achievement of all learners at all levels of inclusive lifelong learning can be improved in a meaningful way that enhances their opportunities for an effective participation in society.

4. Focus (2) In order to account for the heterogeneity of contexts and approaches in member countries, Agency projects and activities take a broad view of inclusive education as a systemic approach to meeting the needs of all learners, with a specific focus the pupils identified as having special educational needs.

5. The Agency network • National networks in 28 European countries: Austria, Belgium (Flemish and French speaking communities), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom (England, Northern Ireland, Scotland and Wales)

6. The Agency Member Countries

7. Context • The Agency works to a multi-annual work programmes 2007 – 2013 / 2014 – 2020 • All Agency activities are in alignment with European Council priorities and objectives for education • All projects and activities are identified via Agency representatives as being priority for their countries

8. Activities • Collection, analysis and dissemination of information on priority themes • Participation in and organisation of conferences, seminars and political events • Liaison with European institutions and international organisations – UNESCO and its institutes (IBE, IITE), OECD Eurostat, Eurydice, Cedefop, World Bank

9. Information Provision The Agency offers various information resources, which can be accessed via the website: www.european-agency.org • Project web areas • Country information area • Reports, literature reviews, policy flyers • News section, newsletter and the eBulletin Agency publications can be freely downloaded in up to 22 European languages

10. Agency Publications

11. Recent projects • Teacher Education for Inclusion (2009 – 2012) • Raising Achievement for All Learners (2011 – 2012) • i-access: Accessible Information Provision for Lifelong Learning (2011 – 2012)

12. Current projects • VocationalEducation and Training (2010 – 2013) • ICT for Inclusion (2011 – 2013) • Organisation of Provision to Support Inclusive Education (2011 – 2014) • ICT for Information Accessibility in Learning (2012 – 2015) • Raising Achievement for All Learners in Inclusive Education – continuation project (2013 – 2015)

14. Vocational Education and Training (VET) 2010 – 2013 • High priority in the Agency’s member countries as well as at the EU level, e.g. VET is one of the priorities highlighted by the European Council of Ministers within the Lisbon strategy • Key question: ‘What works’ in VET for learners with SEN/disabilities, ‘why it works’ and ‘how it works’?

15. VET Methodology • International Literature Review • Country Information (Survey) • 28 study visits organised in all the participating countries • Analysis of the individual study visits • Creation of a VET system model • Development of recommendations

16. VET Project outcomes (1 of 2) • Identification of key success factors of VET for learners with SEN/disabilities with a clear link to employment opportunities • Identification of fourpatterns (recurring success factor combinations)

17. VET Project outcomes (2 of 2) • 12 recommendations to in order to improve the performance of countries’ VET systems in particular areas. • What is good and efficient practice for learners with SEN/disabilities in VET and in the transition to employment is good practice for all learners

18. Organisation of Provision to Support Inclusive Education

19. Organisation of Provision to support Inclusive Education • Aims to address the question: ‘how are systems of provision organised to meet the needs of learners identified as having disabilities (under the UNCRPD, 2006)? • Focuses on inclusive settings within the compulsory school sector • Will provide information on how countries organise and evaluate provision for learners with disabilities; explore key issues and challenges and include information on innovative ways forward and change management

20. Organisation of Provision project activities - Gathering country information via a questionnaire - Producing a literature review to support project activities - Visiting 5 selected sites to explore and document policy and practice in Essunga, Sweden; Flensburg, Germany; Ljubljana, Slovenia; Valetta, Malta and Vienna, Austria - Holding 5 thematic seminars in the above countries to explore key issues

21. Information Dissemination Activities

22. On-going information dissemination activities • SNE data collection • Thematic seminars (e.g. Profound and Multiple Learning Difficulties) • Occasional papers (e.g. legislation updates) • Key Principles – recommendations for policy makers • Special events

23. Special Events • European Parliament Hearing 2003 • Portuguese Parliament Hearing 2007 • French Presidency event 2008 • Spanish Presidency event 2010 • Hungarian Presidency event 2011 • European Parliament Hearing 2011 • Danish Presidency event 2012

24. European Hearing in Portugal, 2007 • European Hearing of Young People with Special Educational Needs organised by the Agency, within the framework of the Portuguese Presidency of the European Union and the European Year of Equal Opportunities • The event took place in Lisbon within the framework of the Portuguese Presidency of the European Union • The Lisbon Declaration Young People’s Views on Inclusive Education is the main result of this event

25. Lisbon Declaration 2007 • ‘We have the right to the same opportunities as everyone else, but with the necessary support to meet our needs. No one’s needs should be ignored’ • ‘Teachers need to be motivated, to be well informed about and understand our needs. They need to be well trained, ask us what we need and to be well co-ordinated among themselves’ http://www.european-agency.org/publications/ereports/young-voices-meeting-diversity-in-education/young-voices-meeting-diversity-in-education

26. Reflections on inclusive education in Agency member countries

27. Working parameters • Countries are at different starting points and have different ‘histories’ in terms of education generally and inclusion specifically • There is a need to account for that and see it as a strength • No one has all the answers • Many countries have clear examples of good practice, but all countries are still ‘moving ahead’ • Learning from diversity is a principle for all Agency work • As well as being an aim for inclusive education itself

28. International Policy Context At all times, the Agency works to guiding principles as outlined in: • Council Resolutions concerning inclusion of children and young people with disabilities into mainstream systems of education • UNESCO Salamanca Statement and Framework for Action in Special Needs Education (1994) • UN Convention on Rights of People with Disabilities (2006)

29. UN Convention on Rights of People with Disabilities (2006) • Article 24 – Education • ‘States Parties recognise the right of persons with disabilities to education. With a view to realising this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels …’ • ‘... The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity…’

30. Inclusion as systemic change • Understood to concern a far wider range of pupils vulnerable to exclusion than those identified as having SEN • Involves a curriculum for all that considers academic and social learning. Curriculum goals and implementation should reflect this dual focus • Inclusion is a process and not a state. Educators will always need to move their work forward to enable the learning and participation of all pupils

31. UNESCO Policy Guidelines on Inclusive Education, 2009 Inclusive education is a process that involves the transformation of schools and other centres of learning to cater for all children – including boys and girls, students from ethnic and linguistic minorities, rural populations, those affected by HIV and AIDS, and those with disabilities and difficulties in learning and to provide learning opportunities for all youth and adults as well. Its aim is to eliminate exclusion that is a consequence of negative attitudes and a lack of response to diversity in race, economic status, social class, ethnicity, language, religion, gender, sexual orientation and ability. Education takes place in many contexts, both formal and non-formal, and within families and the wider community

32. Movements towards inclusion Developments • A wider range and more flexible provision • Developing funding models • The development of resource centres   Challenges • Academic achievements (output) versus SEN • Secondary education • 2% of pupils in separate settings across Europe • Preparing all teachers for inclusive education

33. Factors impacting upon inclusion • Coherence of services and possibilities within and across phases of educational provision: Early Childhood Intervention through to Higher Education • Horizontal factors that impact on all phases of educational provision: • Educational assessment systems • Teacher education and development • Financing systems • Provision for meeting a diversity of learners’ needs

34. Separate or general educational legislation? • Country legislation governing special education appears to fall into one of three ‘tracks’: • Special education is mainly governed by separate specific legislation • Special education is governed by general and separate specific legislation • Special education is governed by general legislation only

35. Changes in legislation acting as levers for change • A broadening concept of SEN / SNE / inclusion – this is evident in the terms used to identify key concepts: for example a move towards the term ‘additional support needs’ and not SEN, as well as a clarification or widening definition of which groups should be considered under legislation that gives access to services • Increasing focus on the rights of pupils with SEN and their families – this relates to access to compulsory education; access to specialist support and services; access to mainstream, inclusive education

36. Changes in legislation acting as levers for change (2) • Devolution of responsibilities – to local and/or regional level bodies and organisations  • Improving frameworks and structures of provision – all legislative changes and developments aim towards improvements in provision and services within the national system and context • Promoting specific tools and approaches within provision – i.e. the implementation of Individual Education Plans for pupils with SEN

37. Inclusive Policies All policies consider and account for the needs of all learners from the beginning Policies should be: • trans-sectoral • underpinned by a philosophy of meeting all needs • have long-term vision, but reflect local level needs Phases of policy development: • short term: recognisable (separate) specific action plan/strategy • medium term: part of general strategy plans • long term: not mentioned, accepted as ‘a given’

38. More information www.european-agency.org European Agency for Development in Special Needs Education Østre Stationsvej 33 DK-5000 Odense C Denmark secretariat@european-agency.org