WG operating documents:
WG deliverables:
- PLA report: How to support schools in their journey towards more inclusive education for all? (2024)
- Reflection paper: Targeted support: identifying groups at risk of exclusion and providing adequate support - challenges and opportunities (2023)
- EASNIE Input paper: Special Education Needs? Working towards more Flexible Systems of Support to Meet all Learners' Needs (2023)
- Thematic report: Assessing learners' competences - policies and practices to support successful and inclusive education (2023)
- Thematic report: Assessing learners' competences - policies and practices to support successful and inclusive education (executive summary) (2023)
- PLA report: Assessing learners’ competences (2023)
- Concept note: assessment of learner competences (2023)
- Bibliography: formative assessment and inclusion (2023)
- WG Schools, Pathways - Thematic report on Blended learning for inclusion (2023)
- WG Schools, Pathways - Factsheet Blended learning for inclusion (2023)
- WG Schools, Pathways - Input paper to the first meeting: Background information on the Pathways to School Success initiative (2021)
- WG Schools, Pathways - Input paper: Lessons from past working groups (2021)
Other useful resources and policy documents:
- Council Recommendation on Pathways to School Success (2022)
- Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education (2021)
- EU Plan for Children's Rights_long (2021)
- EU Plan for Children's Rights_short (2021)
- EU Plan for Children's Rights_easy read (2021)
- European Child Guarantee_factsheet (2021)
- Council Recommendation on a comprehensive approach to the teaching and learning of languages (2019)
- Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018)
- Supporting the inclusion of displaced children from Ukraine in education: considerations, key principles and practices for the school year 2022-2023 | ESEP (europa.eu)