Goals For Effective Education

The goal for inclusive education is to widen access to education and to promote full participation and opportunities for all learners vulnerable to exclusion to realize their potential. When considering the promotion of quality in inclusive education, it is necessary to underline a number of key factors in relation to this goal: Inclusion concerns a wider range of learners than those identified as having special educational needs. It is concerned with any learners who are at risk of exclusion from educational opportunities, resulting in school failure;

- Access to mainstream education alone is not enough. Participation means that all learners are engaged in learning activities that are meaningful for them. The promotion of positive attitudes

To implement inclusive education, the goals of the policy should be effectively communicated to all members of the educational community. Educational leaders at all levels – national, regional, community, as well as organisational – have an essential role in translating and implementing policy that promotes quality in inclusive education. Policies that promote quality in inclusive education need to address attitudes towards learners with diverse needs, as well as propose action to meet their needs. Such policies: - Outline teacher, school/educational organization and support structure/service level responsibilities, as well as,

- Outline the support and training that will be provided for all stakeholders in order for these responsibilities to be fulfilled. Policies for promoting inclusion and meeting individual learners’ needs within all educational sectors are ‘integrated’ across sectors and services. Such policies should be multi-phase and trans-sectoral and actively encourage inter-sectoral co-operation ensuring

Comprehensive and co-ordinate legislation for inclusive education that fully addresses issues of flexibility, diversity and equity in all educational institutions for all learners. It ensures that policy, provision and support are consistent across geographical areas of a country/region. Such legislation is based upon:

- A ‘rights approach’ where individual learners (along with their families or carers as is appropriate) can access mainstream education and necessary support services within all levels;

- The alignment of national legislation with international agreements and statements concerning inclusion.

Concluding comments

In considering the main messages evident across the Agency’s work, it can be seen that the continuing commitment of countries to promoting inclusion will be indicated by a decrease in the number of learners in fully separate (segregated) provision across Europe. It is argued that the necessary systemic changes in policy and provision aimed at promoting quality in inclusive education can be guided by the inter-related and mutually supporting key principles outlined in the sections