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This Policy Brief presents the main messages from the Agency’s 2021 Key Principles – Supporting policy development and implementation for inclusive education publication. It outlines the 14 key principles identified in the main report, which support the implementation of the Agency’s vision of high-quality education for all learners. The key principles set out the necessary elements for an overall system for inclusive education, aiming to support countries that wish to further develop their inclusive provision in education. PLEASE NOTE: This record contains only the English version. Translated versions in all the Agency's languages, including English, are available in this record., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2021. Key Principles – Supporting policy development and implementation for inclusive education: Policy Brief. (V. J. Donnelly and A. Watkins, eds.). Odense, Denmark"]}

This is the fourth publication in the Key Principles series. The first report in the Key Principles series (Key Principles in Special Needs Education – Recommendations for Policy-Makers) was based on Agency work published up to 2003. A further review of Agency work was published in 2009 (Key Principles for Promoting Quality in Inclusive Education – Recommendations for Policy-Makers). The third report, published in 2011 (Key Principles for Promoting Quality in Inclusive Education – Recommendations for Practice), focused on key principles for practice that support quality in inclusive education. This fourth report focuses on policy development and implementation in line with a broader view of inclusion in education systems and educational opportunities. It aligns with the Agency’s mission to inform policy development and successful policy implementation at different system levels, most importantly the school level. Highlighting fundamental issues for education systems, the Key Principles series reflects the gradual shift in the Agency’s work over the past 25 years: a shift away from a narrow focus on learners’ special educational needs and special needs education as specific provision, towards extending and improving the quality of support for learning that is generally available to all learners. This focus reflects the Agency’s increasing emphasis on being an active agent for policy change in the field of inclusive education. A Policy Brief presenting the main messages from this report is also available: Key Principles – Supporting policy development and implementation for inclusive education: Policy Brief PLEASE NOTE: This record contains only the English version. Translated versions in all the Agency's languages, including English, are available in this record., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2021. Key Principles – Supporting policy development and implementation for inclusive education. (V. J. Donnelly and A. Watkins, eds.). Odense, Denmark"]}

This policy brief presents key messages from the Country Policy Review and Analysis (CPRA) activities from 2014 to 2021. During this time, 24 Agency member countries took part in the work, reflecting on their policy for inclusive education. These messages can inform countries’ future policy development work around inclusive education, as well as Agency work with and for its member countries. They are based on the analysis of CPRA findings which is described in the summary report: Key messages for working with and for countries. For more information, visit the CPRA web area. PLEASE NOTE: This record contains only the English version. Translated versions in all the Agency's languages, including English, are available in this record., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2021. Country Policy Review and Analysis: Key messages for working with and for countries – Policy Brief. Odense, Denmark"]}

The Supporting Inclusive School Leadership (SISL) project investigates how to develop and promote inclusive school-level leadership through national and local-level policy frameworks and support mechanisms. The SISL Self-Reflection Tool aims to stimulate professional dialogue and collaborative policy development within and across schools and at different policy levels. It is intended for: school leaders and leadership teams seeking guidance in adopting and developing inclusive leadership practices; policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels. This self-reflection tool builds on two issues from the SISL policy framework: aspirational standards for inclusive school leadership and the supportive policy framework. It enables reflection and exchange among the different stakeholders to identify gaps that need to be addressed. The self-reflection tool is open-source, so users may adapt it to their own needs and contexts, provided they include a reference to the original source. It is available for download below as a Word file and as a PDF. PLEASE NOTE: This record contains only the English version. Translated versions in all the Agency's languages, including English, are available in this record., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2021. Inclusive School Leadership: A Tool for Self-Reflection on Policy and Practice. (M. Turner-Cmuchal, E. Óskarsdóttir and M. Bilgeri, eds.). Odense, Denmark"]}