2015 Joint Report of the Council and the Commission on the implementation of the strategic framework for European cooperation in education and training (ET 2020) New priorities for European cooperation in education and training

, 9

Access

, 2, 6, 20, 21, 22, 25, 26, 27, 30, 46, 49, 57, 67, 73, 74, 80, 90, 91, 92, 94, 97, 102, 103, 160, 162, 163, 164, 167–170, 173, 174, 175, 176, 182, 197, 220, 230, 235, 239, 243, 244, 245, 246, 247, 261, 267, 269, 274, 275, 277

Access to ICT

, 161, 163

Access to information

, 165, 166, 169, 170, 240, 266

Accessibility

, 32, 95, 163, 164, 165, 166, 168, 169, 173, 176, 177, 194, 200, 233, 245, 264, 266, 269

Accountability

, 11, 49, 50–55, 56, 57, 69, 83, 210, 211, 214, 218, 219, 220, 221, 222, 223, 224, 230, 232, 236, 241, 248, 278

Achievement

, 6, 46, 53, 54, 55, 67, 96, 113, 117, 118, 147, 151, 181–202, 210, 221, 223, 231, 241, 243, 250, 277, 278

Action research

, 80

Active learning

, 65

Active participation

, 13, 124, 130, 275, 276

Additional support

, 28, 29, 30, 217, 218, 231, 232, 233, 234

Affordability

, 22, 32, 163, 168

African Americans

, 145

Agency Position on Inclusive Education Systems

, 12

Albania

, 41

An updated strategic framework for European cooperation in education and training

, 67

Apprenticeship

, 91, 104

Areas of teacher competence for inclusion

, 71

Assessment

, 3, 27, 41, 70, 81, 101, 113, 147, 172, 174, 190, 197, 209–224, 235, 241, 245, 247, 258, 276

Assessment challenges

, 214

Assessment for learning (AfL)

, 212, 221, 224, 274

Assessment framework

, 14, 215, 217, 223, 276

Assessment in Inclusive Settings

, 214, 248

Assessment policy-practice gap

, 209

Assistive technology

, 172, 174

Attention deficit hyperactivity disorder (ADHD)

, 218

Attitudes, beliefs and core values

, 72

Austria

, 42, 113, 138

Autism spectrum disorder (ASD)

, 148

Baltic States

, 140

Bangladesh

, 148

Barriers

, 6, 25, 71, 95, 99, 124, 130, 149, 150, 152, 177, 184, 200, 201, 210, 217, 220, 222, 232, 240, 247, 265, 266, 269

Belgium

, 2, 42, 43, 138, 146

Bilingual

, 140, 142

Broadband

, 161, 163, 168

Career guidance

, 92, 93

Career-long learning

, 83, 276

Caribbean

, 140, 145

Cedefop

, 90, 93, 96, 97

Central and Eastern Europe and the Commonwealth of Independent States (CEECIS)

, 41

Cerebral palsy

, 171

Change

, xiii, xiv, 5, 6, 23, 47, 69, 73, 74, 94, 96, 101, 103, 113, 116, 117, 118–125, 127, 128, 129, 130, 131, 132, 133, 134, 143, 160, 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 201, 202, 216, 274, 278

Change management

, 185

Changing thought-action style

, 117, 133

Charter of Fundamental Rights of the European Union

, xiv

Charter of Luxembourg

, 268

China

, 140, 148

Class team

, 196, 197, 199

Classroom observation

, 148, 149, 150, 188

Collaborative practice

, 74, 185

Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources

, 176

Community of practice

, 123, 132, 133, 202, 278

Comparability

, 236

Compartmentalisation

, 51, 52

Compensation

, 47, 279

Conceptions of inclusive education

, 3, 12

Conclusions on improving the quality of teacher education

, 66

Continuous professional development (CPD)

, 14, 124, 276

Copenhagen Declaration

, 90

Cost benefit

, 231, 235, 239

Cost-effectiveness

, xiii, 40, 50, 53, 54, 57, 230, 240, 247

Council Conclusions

, 8, 66, 168, 230, 268

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training

, 268

Council Conclusions on ‘Post i-2010 Strategy – towards an open, green and competitive knowledge society’

, 164

Council Conclusions on Accessible Information Society

, 168

Council Conclusions on the Social Dimension of Education and Training

, 8, 230, 268

Council of Europe

, 25, 31, 140

Council of the European Union

, xiv, 8, 9, 21, 66, 68, 164, 168

Council recommendation of 31 March 1992 on child care

, 25

Country-Specific Recommendations (CSRs)

, 11

Crisis awareness

, 116, 117, 131, 133

Cultural change

, 117, 130, 191, 278

Curriculum

, 5, 14, 24, 26, 28, 29, 48, 52, 69, 78, 79, 81, 113, 125, 171, 192, 200, 210, 215, 216, 217, 219, 220, 240, 258, 276

Cyprus

, 139

Cyprus recommendations on inclusive assessment

, 219

Czech Republic

, 139

Data

, 55, 95, 101, 142, 143, 147, 148, 155, 160, 171, 214, 215, 219, 221, 233, 234, 235, 236, 237, 238, 239, 240, 242, 243, 244, 247, 249, 250, 259, 260, 277, 278

Data collection

, 49, 54, 55, 142, 162, 233, 235, 236, 237, 238, 239, 240, 242, 247, 249, 259, 277

Decentralised education system

, 48, 49

Declaration on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education

, 8, 268

Denmark

, 51, 119, 138, 146

Developments in educational policy

, 80

Diagnosis

, 217, 218

Digital Agenda for Europe

, 164

Digital competency/literacy

, 164, 167

Digital divide

, 163, 164, 176

Digital question papers (DQPs)

, 173

Disability studies

, 73, 76, 78

Diversity

, xiv, 5, 6, 12, 13, 22, 26, 27, 39, 40, 43, 45, 54, 56, 64, 65, 66, 67, 68, 69, 70, 71, 73, 74, 75, 76, 80, 95, 99, 115, 123, 129, 140, 141–142, 183, 186, 194, 195, 196, 197, 198, 199, 200, 201, 202, 214, 231, 232, 240, 242, 248, 250, 261, 262, 267, 270, 271, 275, 277, 278

Double-loop learning

, 117

Dropout

, 25, 42, 45, 92, 100

Dyscalculia

, 218

Dysgraphia

, 218

Dyslexia

, 218

Early Childhood Development and Disability

, 31

Early childhood education and care (ECEC)

, xv, 11, 20, 268

Early Childhood Intervention (ECI)

, 22, 240, 244

Early intervention

, 8, 230, 241

Education and Training 2020 (ET 2020)

, xiv, 67, 90

Education and Training Monitor

, 11

Effectiveness issues

, 247

Efficiency

, 90, 229–250, 265, 277

Employability

, 9, 25, 68, 94, 100, 101, 244

Employment

, 30, 47, 48, 51, 92, 93–96, 97, 98, 101, 102, 103, 104, 138, 161, 164, 239, 244, 246, 258, 261

End users’ voices

, 262, 271

Equal opportunities

, 2, 55, 66, 268

Equal rights

, 264

Equity

, xiv, xv, 6, 7, 8, 9, 10, 11, 13, 25, 30, 40, 42, 45–50, 57, 69, 80, 91, 125, 141, 153, 154, 161, 162, 163–167, 176, 182, 220, 229–250, 267, 268, 271, 275, 277

Equity in education

, 8, 45, 69, 125, 161, 162, 163, 164, 165, 231, 248, 249, 267, 268

Estonia

, 139

Ethnic diversity

, 154

Ethnic minority

, 121, 140, 142

Ethnicity

, 68, 143, 145, 147, 148, 151, 153

Europe 2020 Strategy

, 68, 167, 168

European Accessibility Act

, 164, 168, 169

European Commission

, xiv, 9, 21, 22, 23, 25, 26, 31, 38, 39, 41, 43, 55, 67, 68, 75, 79, 90, 94, 140, 141, 161, 163, 164, 168, 183, 201, 257

European Disability Strategy 2010–2020

, xiv, 67, 93, 94

European Employment Strategy (EES)

, 94

European Free Trade Association (EFTA)

, 2

European Parliament

, 139, 163, 257

European Parliament Hearing

, 7, 100

European qualifications framework (EQF)

, 96

European Quality Assurance in Vocational Education and Training (EQAVET)

, 95

European Social Fund (ESF)

, 149

European Union (EU)

, xiv, 2, 11, 43, 64, 93, 139, 161, 257, 267

European Year of People with Disabilities

, 257

Eurostat

, 22, 31, 55, 91, 93, 94

Eurydice

, 22, 31, 38, 39, 41, 54, 79, 140, 219

Everyday life

, 21, 32, 161

Evidenced-based policy-making

, 230

Excellence

, xiv, 5, 45, 53, 57, 182, 220

Family partnership

, 26

Feedback

, 24, 29, 188, 193, 213, 217, 219, 278

Financing

, 48, 49, 51, 265

Finland, 135n5

, 139, 146

Five Key Messages for Inclusive Education

, 258

Formative assessment

, 212, 213, 222

France

, 38, 42, 44, 47, 138

Funding

, 22, 26, 30, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 54, 55, 56, 57, 58, 112, 125, 126, 168, 240, 259, 260, 265

Funding mechanisms

, 43, 44, 45, 46, 47, 48, 49, 50, 52, 56, 57, 58, 259, 260, 265

Further education

, 93, 239

Germany

, 2, 47, 104, 113, 116, 117, 118, 132, 138, 194

Globalization

, 90, 94

Governance

, 26, 30, 40, 50, 51, 52, 53, 56, 57, 112

Greece

, 139

Higher education

, 44, 48, 51, 65, 75, 101, 104, 146, 244, 246, 257

High-incidence disability

, 42

Highstakes assessment

, 216, 219, 220

Holistic

, 26, 27, 29, 68, 69, 212, 223, 240

Host country

, 139, 143

Human rights

, 7, 45, 56, 67, 80, 232, 271

Hungary

, 139

I-access

, 245

Iceland

, 2, 44, 139

ICTs in Education for People with Disabilities

, 164

Immigration

, 138, 139, 140, 141, 142, 247

Incentives for inclusive education

, 40

Incheon Declaration

, 11

Inclusion

, xiii, xiv, 3–6, 6–8, 8–12, 24, 26, 27, 28, 30, 32, 33, 39, 44, 46, 48, 55, 63–83, 94, 99, 104, 113–116, 118, 119, 120, 121, 123, 124, 126, 129, 132, 134, 150, 152–153, 154, 162, 164, 167, 194, 200, 210, 211, 212, 216, 222, 231, 233, 238, 239, 241, 244, 250, 258, 264, 271, 276, 277, 279

Inclusion and learner achievement

, 116

Inclusive assessment

, 209–224, 274, 276, 278

Inclusive Early Childhood Education (IECE)

, 19–33

Inclusive education

, xiii, xiv, xv, xvi, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12–13, 13–14, 37–58, 64, 66, 67, 68, 69, 73, 74, 75, 77, 78, 79, 80, 81, 83, 94, 95, 99, 112, 113, 139, 154, 161, 162, 167, 175, 176, 181, 182, 183, 186, 187, 191, 194, 215, 221, 229–250, 256, 257, 258, 259, 261, 262, 264, 267–270, 271, 273–279

Inclusive learning opportunities

, 159–177, 274

Inclusive pedagogy

, 72, 73, 76, 185, 216

Inclusive principles

, 119, 217, 221, 224

Inclusive VET

, 92, 97, 99, 104

Increasing inclusive capability in education and schools

, 113, 116, 117, 133

Independent living

, 46, 102, 244

India

, 148, 150

Individual learning needs

, 11, 13, 231, 234, 273

Induction

, 65, 79, 82, 83, 189

Information and communication technologies (ICT)

, 163, 165, 240

Information society

, 164

Initial identification of needs

, 214

Initial teacher education (ITE)

, 65, 194, 249

Innovation

, 9, 72, 90, 190, 193, 202, 212, 249

Input-process-outcome model

, 237

In-service teacher education

, 43

In-service training

, 28, 72

Institutionalisation of inclusive thought-action style

, 118

Instructional practices

, 185, 188, 193

Integration

, 4, 71, 72, 73, 102, 119, 201, 250, 268, 278

International Bureau of Education (IBE)

, xiv

International Conference on Education

, xiv, 6, 94

International Labour Organization

, 92

International policy

, 164, 169, 176, 249

International Telecommunication Union (ITU)

, 160, 162

Internet

, 160, 161, 170

Intervention

, 8, 23, 55, 130, 139, 212, 217, 230, 241, 258, 279

Iraq

, 137

Ireland

, 28, 41, 45, 51, 79, 185, 186, 187, 188, 192, 193

Italy

, 139

Key messages for policy-makers

, 258, 259

Knowledge society

, 164

Labelling

, 39, 41, 42, 56, 69, 217, 218, 235, 236

Labour market

, 25, 48, 90, 91, 92, 93, 94, 95, 97, 98, 100–103, 239, 243

Languages

, 3, 4, 64, 143

Latvia

, 139

Leadership

, 83, 99, 114, 124, 185, 186, 187, 188, 189, 192, 214

Learner achievement

, 116, 133, 212, 215, 221

Learner deficit

, 114, 133

Learner heterogeneity

, 122

Learner learning

, 212, 220, 223

Learner participation

, 245, 274

Learner participation in decision-making

, 274

Learner progress

, 210, 213, 215

Learner voice

, 194, 198, 202, 275

Learners with SEN

, 5, 38, 39, 40, 41, 42, 44, 45, 46, 47, 48, 50, 53, 54, 55, 56, 57, 92, 94, 97, 98, 211, 231, 233, 234, 236, 239, 242, 243, 245, 246, 247

Learners’ rights

, 50–55, 57, 81, 232, 233, 241, 243, 247, 274, 277

Learning chain of command

, 130, 134

Learning communities

, 7, 10, 74, 76, 82, 194

Learning Divides

, 250

Learning opportunities

, 170, 171, 174, 175, 183, 192, 216, 232, 245, 247, 274, 275

Learning support

, 41, 44, 75

Lifelong guidance

, 94, 95

Lifelong learning

, xiv, 9, 10, 11, 20, 25, 46, 70, 72, 73, 74, 90, 92, 94, 164, 165, 168, 200

Lithuania

, 139

Low-incidence disability

, 42

Luxembourg

, 138, 257, 267

Luxembourg Recommendations

, 267–270

Mainstream schools

, 40, 41, 42, 49, 51, 56, 113, 123, 125, 185, 233, 234, 242, 261, 265, 270

Malta

, 38, 44, 54, 113, 139

Mapping the Implementation of Policy for Inclusive Education

, 249

Meaningful educational opportunities

, 274, 275

Mentoring

, 65, 66, 80

Migration

, 69, 138, 139, 140, 141, 142

Millennium Development Goals (MDGs)

, 165, 170

Ministerial Declaration on ICT for an Inclusive Society

, 167

Minority ethnic groups

, 140, 145, 146, 147, 248

Moldova

, 41

Monitoring

, 11, 50, 53, 54, 55, 57, 102, 129, 162, 176, 200, 202, 210, 211, 220, 231, 232, 233, 235, 237, 238, 239, 240, 241, 243, 244, 245, 247, 248, 250, 265, 277

Monitoring and evaluation

, 26, 29–30, 49, 233

Mother tongue

, 142, 143

Multicultural Diversity and Special Needs Education

, 142

Multiculturalism

, 150–152, 154

Multi-disciplinary team

, 100, 212

Multi-professional teams

, 124, 197

National policy contexts

, 176

National qualifications catalogue (NQC)

, 96

National qualifications frameworks (NQFs)

, 96–97

Needs-based approach

, 6

Netherlands

, 41, 138

No More Failures (OECD report)

, 7

Norway

, 2, 47, 51, 139, 146

Not in employment, education or training (NEET)

, 109

Open educational resource (OER)

, 177

Organisation for Economic Co-operation and Development (OECD)

, 10, 43, 112, 182

Organisation of Provision to Support Inclusive Education (OoP)

, 113, 184

Outcome of the Council Meeting of 18 and 19 May

, 2015, 9

Overcoming barriers

, 124, 130, 247

Pakistan

, 150

Parents

, 11, 13, 25, 26, 28, 29, 30, 38, 39, 43, 47, 83, 122, 124, 125, 126, 127, 128, 129, 130, 144, 150, 163, 176, 185, 187, 191, 197, 198, 199, 202, 212, 214, 217, 218, 221, 240, 242, 249, 261, 271, 274, 278

Participation in Inclusive Education

, 177, 244

PDF

, 171

Pedagogues

, 126, 127

Pedagogy for all

, 194, 199, 200

Peer assessment

, 213, 222, 223

Peers

, xv, 5, 7, 12, 29, 38, 42, 56, 68, 101, 150, 171, 184, 200, 201, 231, 234, 236, 244, 262, 267

Personalisation

, 184, 198, 213

Personalised approaches

, 13, 276

Poland

, 139, 140

Policy Guidelines on Inclusion in Education

, 233, 268

Policy implementation

, xv, xvi, 13, 163, 194, 273

Policy-practice gap

, xv, 40, 170, 185, 186, 194, 273, 277

Portfolios

, 70

Portugal

, 96, 97, 139

Poverty

, 22, 27, 91, 93, 103, 138, 165, 234, 245

Pre-primary education

, 20, 21

Pre-school

, 22, 25, 126

Pre-service teachers

, 72, 74, 76

Presidency of the European Union

, 257, 267

Prevention

, 119, 241, 279

Procurement

, 160, 164, 166, 169, 176

Professional development

, 67, 73, 74, 75, 76, 80, 81, 113, 184, 186, 187, 188, 259, 276

Professional learning

, 65, 74, 194

Profile of Inclusive Teachers

, 73, 221

Programme for International Student Assessment (PISA)

, 117

Promoting Accessible Information for Lifelong Learning: Recommendations and findings of the i-access project

, 168

Protean careers

, 92, 94

Pupils’ council

, 263

Qualitative methods

, 149

Quality

, 8, 10, 23, 26, 32, 33, 43, 51, 55, 57, 90, 95, 139, 231, 246, 267

Quality assurance

, 54, 57, 83, 90, 124, 239, 240

Quality Framework for Early Childhood Education and Care

, 21

Quality improvement

, 94, 95, 96, 97

Quality indicators

, 24, 32, 33, 240

Quantitative methods

, 32, 145

Racism

, 141, 145, 146, 147, 148, 183

Raising achievement

, 13, 181–202, 274

Raising Achievement for all Learners (RA4AL)

, 183, 185–194, 248

Raising the Achievement of all Learners in Inclusive Education

, 182

Recruitment

, 66, 70, 79, 264

Referral

, 43, 54

Reflective practice

, 214

Reform of teacher education

, 69

Regimes of inclusion

, 5

Relational trust

, 186, 191, 192

Resource allocation mechanisms

, 40, 50, 56

Resource centres

, 121, 123, 124

Right to inclusive education

, 167

Rights-based approach

, 6, 10, 68

Roma children

, 31

Russia

, 41

Salamanca Statement

, xiii, 6, 94, 268

School culture

, 67, 75, 113, 114, 116, 117, 130, 133, 195, 196, 197

School ethos

, 11, 194, 195, 275

School failure

, xiv, 8, 10, 25, 182, 249

School for all

, 125, 131, 132, 195

School inspectorate

, 124, 125

School leadership

, 11, 66, 67, 114, 189, 214

School placement

, 71, 76, 78, 215

School self-evaluation

, 186, 187, 189

Segregated settings

, 41, 46, 55, 120, 234

Self-assessment

, 222, 223

Self-efficacy

, 74, 79, 188

Serbia

, 41

Shared professional understanding

, 70, 277

Single-loop learning

, 117

Skill Training Model

, 193

Slovenia

, 113

Social exclusion

, 25, 103, 161, 279

Socialinclusion

, 6, 8, 48, 91, 95, 103, 149, 164, 183, 230, 231, 232, 242

Socioeconomic disadvantage

, 147, 153

South Africa

, 41

Spain

, 2, 139

Special educational needs (SEN)

, xv, 4, 5, 6, 38, 125, 137–155, 161, 168, 186, 211, 236, 240, 257, 274

Special needs education (SNE)

, 5, 43, 55, 76, 127, 142, 146, 161, 164, 268

Special schools

, 38, 39, 40, 41, 42, 44, 51, 56, 119, 123, 132, 150, 165, 233, 234

Specific learning difficulties (SpLD)

, 144, 148, 218

Specific learning disability

, 42

Staff Working Document

, 9

Strength-based learning environment

, 200

Student achievement

, 185, 190, 193

Student teachers

, 65, 70, 75, 77, 78, 79, 248

Success factors

, 92, 97, 98, 102, 104

Summative assessment

, 222, 224

Support systems

, 259, 260, 265, 276, 279

Sustainable Development Goals (SDGs)

, 10, 96, 165

Sweden

, 113, 116, 117, 125, 126, 131, 132, 138, 146

Switzerland

, 2, 138

Syria

, 137

System efficiency

, 232

Teacher education

, 8, 65, 66, 71, 76, 77, 78, 79, 80, 81, 83, 194, 221, 223, 248, 276

Teacher Education for Inclusion (TE4I)

, 64, 70, 71, 76, 78, 81, 83, 221, 248, 276

Teacher Education for Inclusion Across Europe – Challenges and Opportunities

, 69

Teacher educators

, 66, 70, 71, 72, 73, 75, 76, 77, 78, 79, 81, 83, 223, 248

Teachers Matter (OECD report)

, 64

Teaching And Learning International Survey (TALIS)

, 43, 188

Team teaching

, 188, 193

Teamwork

, 28, 99, 122, 123, 200, 214, 240

Terminology

, 3, 4, 140, 262

Thematic Working Group on Early Childhood Education and Care

, 21, 26

Theory-practice gap

, 70

Thought-action style

, 118, 133, 134

Tipping-point leadership

, 111–134, 278

Tolerance

, 8, 53, 64, 141, 268, 269, 271

Transition

, 11, 29, 46, 48, 52, 55, 56, 78, 97, 98, 101, 102, 104, 231, 238, 239, 243, 245, 246, 258, 261

Transition from School to Employment

, 245

Tunis Commitment

, 169

UK (England)

, 139, 145, 146, 147, 148, 153, 154, 155

UK (Scotland)

, 72, 77, 170, 171

Ukraine

, 41

Underachievement

, 8, 10, 145, 183, 234

UNESCO Institute for Information Technologies in Education (IITE)

, 245

United Kingdom (UK)

, 2, 24, 138, 145, 170, 171

United Nations

, 10, 39, 46, 165

United Nations Children’s Fund (UNICEF)

, 21, 25, 39, 41, 42, 43, 49, 51, 55, 220

United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

, 10, 39, 40, 45, 46, 161, 162, 165, 166, 167, 168, 169, 170, 175, 234

United Nations Convention on the Rights of the Child (UNCRC)

, 230

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 6, 12, 21, 25, 27, 31, 40, 45, 64, 90, 92, 94, 95, 96, 112, 140, 161, 164, 165, 167, 169, 170, 233, 245, 250, 268

United States (US)

, 23, 47, 51, 71, 74, 145, 197

Universal design

, 6, 167, 172, 173, 177, 270

Universal design for learning (UDL)

, 172

Universal Instructional Design (UID)

, 94

Vocational Education and Training (VET)

, 89–104, 275

Vulnerable children

, 23, 25, 26, 27, 30, 32

Within-school variability

, 182

Workforce

, 26, 28, 70, 75, 91, 93

Working environment

, 100

Working Group on Schools Policy

, 67

World Education Forum

, 11, 21

World Health Organization (WHO)

, 25, 31, 65, 240

World Report on Disability

, 65, 240

World Summit on the Information Society (WSIS)

, 164

WSIS + 10 Review and Strategic Direction for Building Inclusive Knowledge Societies for Persons with Disabilities

, 169

Young people’s views

, 7, 268

Zero Project

, 165