This booklet presents 10 models of best practice in promoting employment and career opportunities for people with disabilities within the framework of UN CRPD Article 27 collected by EASPD as part of the Employment for All Award and conference organised in September 2013.

References 

http://www.easpd.eu/sites/default/files/sites/default/files/PressReleases/annex_3._10_best_practices.pdf

http://www.easpd.eu/sites/default/files/sites/default/files/SCEmployment/booklet_award_fr.pdf 

http://www.easpd.eu/sites/default/files/sites/default/files/SCEmployment/booklet_award_de.pdf 

Description

This is a motivational speech on education and creativity conducted by Ken Robinson.

Reference

https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en 

Description

This document is an overview of the Courses and Training Modules offered by Tennet NGO for young workers with disabilities, employers of young people with disabilities.

Description

This article is about curative pedagogy that seen as an alternative of traditional education; the article also focueses on the implementation of this pedagogy and on the type of education that is applied in the Asociation Prietenia.

Description

This paper presents the principles of inclusive learning environments, explaining the role which the European Union and the local and national authorities play.  EASPD also makes recommendations addressed to the different actors involved in this topic.

Reference

https://www.easpd.eu/sites/default/files/sites/default/files/AnnualReports/1.8.2_salzburg_declaration_on_inclusive_education_-_fr.pdf

A strategy at the EU level for implementing a 'Universal Design" for leaning and innovative actors in the regular vocational education and training system. This is the dissemination  paper following the research on Inclusvie VET and Universal Design.

Description 

This report focuses on access to and quality of early childhood education and care (ECEC) services, two dimensions that have gained increasing importance in the political agenda in Europe since the 2011 Communication from the Commission Early childhood education and care: Providing all our children with the best start for the world of tomorrow.

Reference 

https://www.eurofound.europa.eu/sites/default/files/ef_publication/field_ef_document/ef1512en.pdf

Description

The aim of this book is to support teachers in knowing the problems faced by children with disabilities and the process of their inclusion in school. This books provide teachers with a description of some aspects of disability and suggestions for organising the activities in each particular case.

Reference

http://motivatie.md/media/Publicatii/Carti_brosuri_rapoarte_analiza/Educatie_incluziva_w2.pdf

Description

This document is a guide for inclusive education, developing learning capabilities and citizen participation in schools. The references are provided by the Spanish ministry. 

Reference

http://www.oei.es/historico/noticias/spip.php?article15212 

Description

The EPALE - Electronic Platform for Adult Learning in Europe  - has a section for improving adult learning for adults with disabilities

Reference

https://ec.europa.eu/epale/en/themes/persons-with-disabilities

Description

Based on the fact that most of disabled children face tough times in school due to lack of awareness surrounding disability, the absence of proper facilities and negative attitudes towards disability, this guide offers tips on how to educate children not to show negative (discrimination or bullying) behaviours taward their disabled peers.

EASPD and its partners in the ‘Promoting positive attitudes and evidence-based policy for inclusive education’ (IE+) project believe that the realisation of fully inclusive education systems across Europe is a real and achievable goal. To support the development and implementation of evidence-based policies for inclusive education, the project partners have released 5 country reports to provide a state of play of inclusive education in Belgium, Bulgaria, Greece, Spain and Portugal

A result of the Erasmus+ Implementing Inclusion in Schools Project, these tools can be used by individuals to start, steer and implement inclusion in their schools, helping them to become as inclusive to as many learners as possible.

These tools inclsude:

1. a manual for coaches (school development experts and school staff members who are assigned to school development) on how to implement inclusion in schools
2. training modules for school staff on inclusion
3. video clips about the experiences of individual school staff members with school development processes towards inclusion

Description

This study, commissioned by the Policy Department for Citizens' Rights and Constitutional Affairs at the request of the Committee on Petitions, has been prepared to examine the issue of inclusive education for learners with disabilities. It provides an overview of definitions for and background to inclusive education, and of the role of international organisations and the European Union in this issue. The study also looks into the situation of inclusive education in the EU Member States and the main perspectives for the future.

Reference

http://www.europarl.europa.eu/thinktank/en/document.html?reference=IPOL_STU%282017%29596807

Description

This article presents a description of the Icelandic educational system with a special focus on the inclusive education in Iceland.

Description:

EASPD aimed at providing an overview of the statutory legislation and prescriptions regarding inclusive education in several European countries.The material was collected on the basis of a questionnaire, developed by the University of Siegen.

Description

This article is about promoting the education and the access to mainstream schools for all the children, disabled or not.

Description

This report is conducted by an association and has on focus a health education activity in a Romanian school. A special attention was given to HIV-AIDS.

Description 

Early childhood care and education (ECCE) is unambiguously a key concern for education stakeholders. It is a critical starting point in realizing equitable, quality education and lifelong learning – an aspiration framing the post-2015 global education agenda. This book features these and other lessons from research and experience from different continents. Its thematic orientation addressing investment rationales, equity and quality reflects that of the World Conference on ECCE.

Reference 

http://unesdoc.unesco.org/images/0023/002335/233558E.pdf

The European Association of Service Providers for Persons with Disabilities (EASPD) and 13 European partners worked between 2012-2015 to develop INVESTT - a strategy at EU level for implementing a universal design for learning and innovative actions in the regular vocational education and training system (VET).

Four vocational schools in Europe - Austria, Belgium, Norway and Slovenia -  piloted new approaches in VET programmes together with local service providers and researchers.

These resources provide research on VET in Austria, Belgium, Norway and Slovenia as well as an EU Strategy on Inclusive Vocational Education and Specialised Tailor-made Training.

Description 

An evaluation paper of the school systems of different countries with a recourse to universal design, accessibility issues and reasonable accommodation

Description:

The InvesTT project periodically disseminated its results to a growing database of stakeholders in order to outline the findings in the area of inclusive education and the developments in that field. You can find below the 4 newsletters developed.

Description:

A general recommendation on universal design to the implemented at European level. The recommendations contained concern the macro and micro level of adoption of universal design with a view of increasing the inclusiveness of the education systems throughout Europe.

Description:

In 2015 the InvesTT project, several national seminars and four stakeholder fora were organised to share the results of the project and convince other schools to develop a learning environment with a universal design in their own school. Below you can find the reports on each event.

Description

The aim of this document is to show the perspective of students with intellectual disabilities, families and professionals on inclusive education in Spain. 

Reference

https://sede.educacion.gob.es/publiventa/detalle.action?cod=15301

Description:

In this document EASPD is adressing the problem of lack of political will to invest and contribute in establishing effective inclusive systems as one of the great barriers to inclusive education. The conclusions are drawn from the EASPD annual conference “Inclusive teaching programmes: Let’s develop it together!” in 2015.

Description

This paper presents the principles of inclusive learning environments, explaining the role which the European Union and the local and national authorities play.  EASPD also makes recommendations addressed to the different actors involved in this topic.

Reference

https://www.easpd.eu/sites/default/files/sites/default/files/salzburg_education_declaration_final.pdf

Description 

SignLibrary is a tool that facilitate access to literature and cultural knowledge by translating World Literature into Sign Language. 

Reference 

http://signlibrary.equalizent.com/

Description 

This study is part of a series of reports published by EPR that aim to provide evidence of trends and developments in delivery of services to people with disabilities. This particular study presents services from the EPR membership that support the inclusion of persons with disabilities in mainstream environments.

Reference 

http://www.epr.eu/images/EPR/documents/Studies/EPR_Study_Mainstreaming_Services_2015_Final.pdf

Description

This is a report on Teach (Tackling Educational deficits through Arts and Crafts based Enterprise Learning) is a cross field partnership of Adult Education, VET and Employer bodies, and it is funded by the Erasmus+ Programme.

Description

In this document EASPD is addressing the problem of the lack of political will to invest and contribute in establishing effective inclusive systems as one of the great barriers to inclusive education. The conclusions are drawn from the EASPD annual conference “Inclusive teaching programmes: Let’s develop it together!” in 2015.

Reference

http://knowledgehub.easpd.eu/pluginfile.php/287/mod_glossary/attachment/251/Political%20will-the%20main%20barriers%20to%20inclusive%20education.docx

Description

The article discusses the role of education of disabled people in employment in the context of their social entrepreneurial project sheltered workshop in Slovakia. 

• Austria
• Belgium
• Finland
• Germany
• Hungary
• Ireland
• Netherlands
• Norway
• Portugal
• Slovenia
• Other (European Union, UNESCO, etc.)

Author: EASPD

Description

The focus of this article is the successful inclusion of students with an Autism Spectrum Disorders (ASD) in regular schools. It is a great challenge and an inexhaustible source of research and scientific discussion for everyone involved in this extremely complex process. Personal attitudes, behaviour and profession-Inheritance, both to teachers and to the professional team, are vital in the process of inclusion in general, even with students with ASD.

Reference

Click here.