Suchergebnisse - "European Agency for Special Needs and Inclusive Education"

The Changing Role of Specialist Provision in Supporting Inclusive Education

Autoren: European Agency for Special Needs and Inclusive Education

Schlagwörter: Specialist Provision, inclusive education, teacher support, classroom inclusion, mainstream classrooms, peer learning

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/communities/eu/; https://zenodo.org/records/14700961; oai:zenodo.org:14700961; https://doi.org/10.5281/zenodo.14700961

Verfügbarkeit: https://doi.org/10.5281/zenodo.14700961
https://zenodo.org/records/14700961

Key Principles – Supporting policy development and implementation for inclusive education

Autoren: European Agency for Special Needs and Inclusive Education

Schlagwörter: Inclusive education, policy development, special needs education, inclusive learning

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/communities/eu/; https://zenodo.org/records/14699109; oai:zenodo.org:14699109; https://doi.org/10.5281/zenodo.14699109

Verfügbarkeit: https://doi.org/10.5281/zenodo.14699109
https://zenodo.org/records/14699109

Fostering Collaboration for Inclusive Education

Autoren: European Agency for Special Needs and Inclusive Education

Schlagwörter: Inclusive classroom, Peer learning, Transnational cooperation, Teacher collaboration, Data collection, inclusive education

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/communities/eu/; https://zenodo.org/records/14413248; oai:zenodo.org:14413248; https://doi.org/10.5281/zenodo.14413248

Verfügbarkeit: https://doi.org/10.5281/zenodo.14413248
https://zenodo.org/records/14413248

Voices into Action: Including the voices of learners and families in educational decision-making

Autoren: European Agency for Special Needs and Inclusive Education

Schlagwörter: children's/learners' rights, family involvement, learners' voices, stakeholder involvement, inclusive education

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/communities/eu/; https://zenodo.org/records/14412958; oai:zenodo.org:14412958; https://doi.org/10.5281/zenodo.14412958

Verfügbarkeit: https://doi.org/10.5281/zenodo.14412958
https://zenodo.org/records/14412958

The Agency's Vision for Inclusive Education Systems

Autoren: European Agency for Special Needs and Inclusive Education

Schlagwörter: Childrens'/learners' rights, Teacher education, Inclusive learning, educational leadership, inclusive education

Relation: https://zenodo.org/communities/eu/; https://zenodo.org/records/14412379; oai:zenodo.org:14412379; https://doi.org/10.5281/zenodo.14412379

Verfügbarkeit: https://doi.org/10.5281/zenodo.14412379
https://zenodo.org/records/14412379

BRIES Guidance for Establishing a Culture of Effective Communication in Education

Autoren: European Agency for Special Needs and Inclusive Education

Schlagwörter: children's/learners' rights, Covid-19, intersectionality, learning loss

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/communities/eu/; https://zenodo.org/records/14215646; oai:zenodo.org:14215646; https://doi.org/10.5281/zenodo.14215646

Verfügbarkeit: https://doi.org/10.5281/zenodo.14215646
https://zenodo.org/records/14215646

EASIE Shadow Cross-Country Report 2020/2021 School Year

Autoren: European Agency for Special Needs and Inclusive Education Imich, A. Gibson, S.

Weitere Verfasser: European Agency for Special Needs and Inclusive Education Imich, A. Gibson, S.

Schlagwörter: children's/learners' rights, data collection, policy analysis, raising achievement, policy development

Zugangs-URL: https://zenodo.org/records/14215200

Country System Mapping: Methodology Report

Autoren: European Agency for Special Needs and Inclusive Education

Schlagwörter: country policy review, data collection, policy analysis, 4. Education, policy implementation

BRIES Guidance for Establishing a Culture of Effective Communication in Education ; BRIES Útmutató a hatékony kommunikáció kultúrájának kialakításához az oktatásban ; BRIES Leiðbeiningar um að koma á fót menningu áhrifaríkra samskipta í menntun ; BRIES Przewodnik po Tworzeniu Kultury Skutecznej Komunikacji w Edukacji ; BRIES Ръководство за създаване на култура на ефективна комуникация в образованието ; BRIES Veiksmingos komunikacijos kultūros kūrimo švietimo srityje gairės ; BRIES Vodič za stvaranje kulture učinkovite komunikacije u obrazovanju ; BRIES Vägledning för att skapa en kultur med ändamålsenlig kommunikation i utbildningsmiljöer ; BRIES Vejledning til etablering af en kultur med effektiv kommunikation på uddannelsesområdet ; BRIES Richtlijnen voor het creëren van een cultuur van effectieve communicatie in het onderwijs ; BRIES Izglītībā īstenotas efektīvas komunikācijas kultūras veidošanas pamatnostādnes ; BRIES Smernice za vzpostavitev kulture učinkovitega komuniciranja v izobraževanju ; BRIES Οδηγός για την καθιέρωση μιας νοοτροπίας αποτελεσματικής επικοινωνίας στην εκπαίδευση ; BRIES Guia para Criar uma Cultura de Comunicação Eficaz na Educação ; BRIES Suunis tõhusa suhtluse kultuuri loomiseks hariduses ; BRIES Documento de orientación para establecer una cultura de comunicación efectiva en la educación ; BRIES Veiledning for å etablere en effektiv kommunikasjonskultur under opplæringen ; BRIES Pokyny pro zavedení kultury efektivní komunikace ve vzdělávání ; BRIES Uputstvo za uspostavljanje kulture efikasne komunikacije u obrazovanju ; BRIES Usmernenie pre rozvoj kultúry efektívnej komunikácie vo vzdelávaní ; BRIES Guida alla creazione di una cultura della comunicazione efficace in ambito educativo ; BRIES Gwida għall Istabbiliment ta' Kultura ta' Komunikazzjoni Effettiva fl Edukazzjoni ; BRIES Leitfaden für die Schaffung einer Kultur der effektiven Kommunikation in Bildung und Erziehung ; BRIES Ohjeet tehokkaan viestinnän kulttuurin luomiseen koulutuksessa ; BRIES Guide pour la création d'une culture de communication efficace dans l'éducation

Autoren: European Agency for Special Needs and Inclusive Education Bilgeri, M. Lecheval, A.

Weitere Verfasser: European Agency for Special Needs and Inclusive Education Bilgeri, M. Lecheval, A.

Schlagwörter: children's/learners' rights, Covid-19, intersectionality, learning loss, inclusive education, права на детето / права на учащите, práva dětí / práva žáků, børns rettigheder / elevrettigheder, Rechte von Kindern / Rechte der Lernenden, δικαιώματα των παιδιών / δικαιώματα των μαθητών, derechos de la infancia / del alumnado, laste õigused / õppijate õigused, lasten oikeudet / oppijoiden oikeudet, droits de l'enfant / des apprenants, prava djece / učenikā, a gyermekek / tanulók jogai, réttindi barna / nemenda, diritti dei minori / degli studenti, vaikų teisės / besimokančiųjų teisės, bērnu tiesības / izglītojamo tiesības, id-drittijiet tat-tfal / tal-istudenti, kinderrechten / rechten van leerlingen, barns rettigheter / elevrettigheter, prawa dziecka / prawa osób uczących się / prawa uczniów, direitos das crianças / dos alunos, práva dieťaťa / práva žiakov, otrokove pravice / pravice učencev, dečija prava / prava učenika, barns/elevers rättigheter

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/11441152; oai:zenodo.org:11441152; https://doi.org/10.5281/zenodo.11441152

Verfügbarkeit: https://doi.org/10.5281/zenodo.11441152
https://zenodo.org/records/11441152

Policy for preventing school failure within the ecosystem of inclusive education systems

Autoren: European Agency for Special Needs and Inclusive Education (EASNIE)

Weitere Verfasser: European Agency for Special Needs and Inclusive Education (EASNIE)

Schlagwörter: inclusive education, classroom practice, drop-out, early school leaving, organisation of provision, policy analysis, raising achievement, transition to employment

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/14881756; oai:zenodo.org:14881756; https://doi.org/10.5281/zenodo.14881756

Verfügbarkeit: https://doi.org/10.5281/zenodo.14881756
https://zenodo.org/records/14881756

Inclusive Education Across Europe

Autoren: European Agency for Special Needs and Inclusive Education (EASNIE)

Weitere Verfasser: European Agency for Special Needs and Inclusive Education (EASNIE)

Schlagwörter: Inclusive Education, Collaborative Learning, Teacher support, Learner Participation

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/14881661; oai:zenodo.org:14881661; https://doi.org/10.5281/zenodo.14881661

Verfügbarkeit: https://doi.org/10.5281/zenodo.14881661
https://zenodo.org/records/14881661

Roles and responsibilities of inclusive school leaders within the ecosystem of inclusive education systems

Autoren: European Agency for Special Needs and Inclusive Education (EASNIE)

Weitere Verfasser: European Agency for Special Needs and Inclusive Education (EASNIE)

Schlagwörter: inclusive education, policy analysis, raising achievement, school leadership

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/14881603; oai:zenodo.org:14881603; https://doi.org/10.5281/zenodo.14881603

Verfügbarkeit: https://doi.org/10.5281/zenodo.14881603
https://zenodo.org/records/14881603

Changing the Role of Specialist Provision to Support Inclusive Education

Autoren: European Agency for Special Needs and Inclusive Education (EASNIE)

Weitere Verfasser: European Agency for Special Needs and Inclusive Education (EASNIE)

Schlagwörter: inclusive education, classroom practice, children's/learners' rights, financing, policy analysis, policy development, teacher education

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/14881579; oai:zenodo.org:14881579; https://doi.org/10.5281/zenodo.14881579

Verfügbarkeit: https://doi.org/10.5281/zenodo.14881579
https://zenodo.org/records/14881579

Teacher Professional Learning for Inclusion

Autoren: European Agency for Special Needs and Inclusive Education (EASNIE)

Weitere Verfasser: European Agency for Special Needs and Inclusive Education (EASNIE)

Schlagwörter: inclusive education, assessment, classroom practice, compulsory education, country policy review, data collection, early childhood education, higher education, lifelong learning, multicultural diversity, organisation of provision, policy analysis, post-compulsory education, pre-school education, school leadership, teacher education

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/14881548; oai:zenodo.org:14881548; https://doi.org/10.5281/zenodo.14881548

Verfügbarkeit: https://doi.org/10.5281/zenodo.14881548
https://zenodo.org/records/14881548

Voices into Action - A Framework for the Meaningful Participation of Learners and Families in Educational Decision-Making ; Гласове в действие - Рамка за пълноценно участие на учащите и семействата във вземането на решения в областта на образованието ; Hlasy do akce - Rámec pro smysluplnou účast žáků a rodin na rozhodování o vzdělávání ; Fra stemmer til handling - En ramme for meningsfuld deltagelse af elever og studerende og deres familier inden for uddannelsesmæssig beslutningstagning ; Von der Stimme zur Tat - Ein Rahmen für die sinnvolle Teilhabe von Lernenden und Familien an Entscheidungsprozessen im Bildungswesen ; Φωνές σε Δράση - Ένα πλαίσιο για την ουσιαστική συμμετοχή των μαθητών και των οικογενειών στη λήψη εκπαιδευτικών αποφάσεων ; Voces en acción - Un marco para la participación significativa del alumnado y las familias en la toma de decisiones educativas ; Hääled tegudeks - Raamistik õppurite ja perede sisukaks osalemiseks haridusalases otsustusprotsessis ; Äänet kuuluviin - Viitekehys oppijoiden ja perheiden mielekkääseen osallistumiseen päätöksentekoon koulutuksessa ; Voix en action - Un cadre pour la participation significative des apprenants et des familles à la prise de décisions en matière d'éducation ; Glasovi pretočeni u djelovanje - Okvir za smisleno sudjelovanje učenika i njihovih obitelji u donošenju odluka o obrazovanju ; A vélemények tettekre váltása - A tanulók és családok oktatással kapcsolatos döntéshozatalban való tartalmas részvételét célzó keretrendszer ; Raddir til aðgerða - Rammi fyrir þýðingarmikla þátttöku nemenda og fjölskyldna í ákvarðanatöku í menntamálum ; Voci in Azione - Un quadro per la partecipazione significativa di studenti e famiglie ai processi decisionali in ambito educativo ; Veikimas įsiklausant į balsus - Prasmingo besimokančiųjų ir šeimų dalyvavimo priimant sprendimus švietimo srityje sistema ; Viedokļi darbībā - Sistēma jēgpilnai izglītojamo un ģimeņu līdzdalībai izglītības lēmumu pieņemšanā ; Vuċijiet f'Azzjoni - Qafas għal Parteċipazzjoni Siewja tal-Istudenti u l-Familji fil-Proċess Deċiżjoni Edukattiv ; Stemmen in actie - Een kader voor de zinvolle participatie van leerlingen en families in de onderwijskundige besluitvorming ; Fra stemmer til handling - Et rammeverk for meningsfull deltakelse fra elever og familier i beslutningstaking knyttet til opplæring ; Głosy do dzieła - Schemat rzeczywistego uczestnictwa uczniów i rodzin w podejmowaniu decyzji edukacyjnych ; Vozes em Ação - Um quadro para uma participação significativa dos alunos e famílias na tomada de decisões no domínio da educação ; Od hlasov k činom - Rámec pre zmysluplnú participáciu žiakov a rodín na rozhodnutiach o vzdelávaní ; Glasovi v akciji - Okvir za smiselno sodelovanje učencev in družin pri odločanju o izobraževanju ; Mišljenja na delu - Okvir za značajno učešće učenika i porodica u donošenju odluka u obrazovanju ; Från röst till handling - Ett ramverk för hur elever och familjer på ett meningsfullt sätt kan delta i beslut som rör elevernas skolgång

Autoren: European Agency for Special Needs and Inclusive Education (EASNIE)

Weitere Verfasser: European Agency for Special Needs and Inclusive Education (EASNIE)

Schlagwörter: children's/learners' rights, family involvement, learners' voices, stakeholder involvement, inclusive education, гласовете на учащите, hlasy učňů, lærernes stemmer, Stimmen der Lernenden, õppurite hääled, voces del alumnado, φωνές μαθητών, voix des apprenants, glasovi učenika, raddir nemenda, voci degli studenti, izglītojamo balsis, besimokančiųjų balsai, tanulók hangjai, leħen tal-istudenti, stemmen van de leerlingen, elevenes stemmer, głosy uczniów, vozes do alumnado, hlasy žiakov, glasovi učencev, oppijoiden äänet, elevers röster

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/14881379; oai:zenodo.org:14881379; https://doi.org/10.5281/zenodo.14881379

Verfügbarkeit: https://doi.org/10.5281/zenodo.14881379
https://zenodo.org/records/14881379

Voices into Action: Including the Voices of Learners and their Families in Educational Decision Making – Final Summary Report

Autoren: European Agency for Special Needs and Inclusive Education Kefallinou, A. Murdoch, D.

Weitere Verfasser: European Agency for Special Needs and Inclusive Education Kefallinou, A. Murdoch, D.

Schlagwörter: children's rights, learners' rights, family involvement, learners' voices, policy analysis, stakeholder involvement, inclusive education, EASNIE, inkluzivní vzdělávání, приобщаващо образование, inkluderende undervisning, inklusive Bildung und Erziehung, ενταξιακή εκπαίδευση, educación inclusiva, kaasav haridus, inklusiivinen opetus, éducation inclusive, uključivo obrazovanje, befogadó nevelés-oktatás / inkluzív nevelés-oktatás, menntun fyrir alla, educazione inclusiva, įtraukusis ugdymas, iekļaujoša izglītība, edukazzjoni inklużiva, inclusief onderwijs, inkluderende opplæring, edukacja włączająca, educação inclusiva, inkluzívne vzdelávanie, inkluzivno izobraževanje

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/10371726; oai:zenodo.org:10371726; https://doi.org/10.5281/zenodo.10371726

Verfügbarkeit: https://doi.org/10.5281/zenodo.10371726
https://zenodo.org/records/10371726

European Agency Statistics on Inclusive Education: 2019/2020 School Year Dataset Cross-Country Report

Autoren: European Agency for Special Needs and Inclusive Education Dráľ, P. Lénárt, A. et al.

Weitere Verfasser: European Agency for Special Needs and Inclusive Education Dráľ, P. Lénárt, A. et al.

Schlagwörter: data collection, inclusive education, EASNIE, събиране на данни, sběr dat, dataindsamling, Datenerfassung, συλλογή πληροφοριών / δεδομένων, recopilación de datos, andmete kogumine, tiedonkeruu, collecte des données, prikupljanje podataka, adatgyűjtés, upplýsingaöflun, raccolta dei dati, duomenų rinkimas, datu vākšana, ġbir tad-data, dataverzameling, innsamling av data, gromadzenie danych, recolha de dados, zber dát, zbiranje podatkov, datainsamling, приобщаващо образование, inkluzivní vzdělávání, inkluderende undervisning, inklusive Bildung und Erziehung

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/10400294; oai:zenodo.org:10400294; https://doi.org/10.5281/zenodo.10400294

Verfügbarkeit: https://doi.org/10.5281/zenodo.10400294
https://zenodo.org/records/10400294

Legislation Updates 2023

Autoren: European Agency for Special Needs and Inclusive Education Turner-Cmuchal, M.

Weitere Verfasser: European Agency for Special Needs and Inclusive Education Turner-Cmuchal, M.

Schlagwörter: inclusive education, EASNIE, country policy review, приобщаващо образование, inkluzivní vzdělávání, inkluderende undervisning, inklusive Bildung und Erziehung, ενταξιακή εκπαίδευση, educación inclusiva, kaasav haridus, inklusiivinen opetus, éducation inclusive, uključivo obrazovanje, befogadó nevelés-oktatás / inkluzív nevelés-oktatás, menntun fyrir alla, educazione inclusiva, įtraukusis ugdymas, iekļaujoša izglītība, edukazzjoni inklużiva, inclusief onderwijs, inkluderende opplæring, edukacja włączająca, educação inclusiva, inkluzívne vzdelávanie, inkluzivno izobraževanje, inkluzivno obrazovanje, inkluderande undervisning

Relation: https://zenodo.org/communities/EASNIE/; https://zenodo.org/records/10400435; oai:zenodo.org:10400435; https://doi.org/10.5281/zenodo.10400435

Verfügbarkeit: https://doi.org/10.5281/zenodo.10400435
https://zenodo.org/records/10400435

Celebrating 25 years on the path to inclusive education

Autoren: European Agency For Special Needs And Inclusive Education

Schlagwörter: country policy review, data collection, policy analysis, assessment, post-compulsory education, lifelong learning, information accessibility, multicultural diversity, raising achievement, school leadership, 10. No inequality, information and communication technology, teacher education, compulsory education, 4. Education, early school leaving, vocational education, classroom practice, organisation of provision, financing, drop-out, higher education, pre-school education, early childhood education, international co-operation, social inclusion, transition to employment

Changing the Role of Specialist Provision: Final Summary Report

Autoren: European Agency For Special Needs And Inclusive Education

Schlagwörter: compulsory education, country policy review, data collection, 4. Education, 10. No inequality