Fundacja Rozwoju Systemu Edukacji
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Abstracts
Let’s make inclusion happen!
Inclusive education for a fair, resilient and competitive EU
Conference as part of the Presidency of the Republic of Poland in the Council of the European Union
16-18 March 2025 | Copernicus Science Centre, Warsaw
Abstracts
Keynote speeches
Agata Roczniak - Power speech
TBD
João Costa - How to bridge the policy-practice gap: recommendations from the work of the European Agency for Special Needs and Inclusive Education (EASNIE) with member countries
Inclusive education is a shared goal for constructing a fair, cohesive and resilient society. Several countries have embraced the goal of transforming education systems, by adopting new legislation to achieve this purpose. Despite this alignment, constant clarification of the key principles of inclusive education systems is required. EASNIE’s member countries have approved and revised a position paper on the characteristics of inclusive education, which constitutes a robust starting point for legislative reforms.
If agreement on the principles is a requirement, the biggest challenge is the move from policy to practice. Member countries identified implementation, monitoring and sustainability of inclusive education as the main priorities for joint action. This presentation will provide a summary of lessons learned from EASNIE’s work and highlight main areas for effective implementation and monitoring. It focuses on aspects such as the role of collaboration, learner and parent participation, leadership, teacher preparation and professional development, and communication between policy-makers, education stakeholders and wider society. Effective monitoring and evidence based decisions on the sustainability of legislative procedures will also be illustrated through practical examples.
Maciej Jakubowski - Building evidence to support inclusion-oriented policies
TBD
Plenary session
Oana Felecan
Roadmap for ensuring school success for all serves as a dynamic, evolving guide addressed to policy makers to support them with implementation of the Council Recommendation on Pathways to School Success. The main goal of Pathways to School Success initiative is to reduce underachievement in basic skills and early leaving from education and training, while promoting inclusion and well-being of all students and their teachers. The roadmap builds on a holistic approach to education that combines universal strategies with targeted interventions for learners who have additional needs, which may arise at different moments in the learning process.
Baiba Martinsone - Guidelines on wellbeing at school for policymakers and educators
The presentation aims to introduce the European policy framework for a whole-school approach to promoting well-being in educational settings. It will also present recommendations for policy-makers and school leaders/teachers.
Claire Bey - Well-being and development of psychosocial skills in France
Claire BEY will present efforts of French ministry of education to promote well-being in schools over the years and detail some of the highlights of its policy, such as the health-promoting school approach, the measures to promote mental health and develop psychosocial skills and the introduction of empathy courses in primary schools.
1. Inclusive early childhood education and care
Daniela Bulgarelli - Inclusion of disabled children in Italian ECEC
Historically, Italy had a split ECEC system: services for 0- to 3-year-olds (i.e., nursery schools) are under the auspices of the Ministry of the Interior and the Ministry of Health and are financed at a municipality level, while services for 3- to 6-year-olds (i.e., kindergartens) are in charge of the Ministry of Education and are financed at a national level. This split system has had implications on the temporal differences in the process of inclusion of disabled children and on the role of support teachers. In 1971, the inclusion of disabled children in mainstream kindergartens was guaranteed, while the same happened in 1992 for disabled children attending nursery schools. While additional support teachers are mandatory in classes with disabled children from kindergartens onwards, support educators’ enrolment in nursery schools is regulated by regional–not national–norms. In 2015 the ZeroSix Integrated System was established, to foster education continuity and quality in ECEC. A recent study investigated the promotion of inclusion in ECEC, by interviewing professionals in nursery schools and kindergartens (Macagno et al., 2024). A deductive content analysis showed that a child-centred approach, inclusive teaching and learning environment, inclusive social environment and family-friendly environment were the most cited themes underlying the inclusive practices. These same dimensions were also said to be challenging, together with the implementation of materials for all children. Strengths and weaknesses in inclusive processes in Italy are discussed.
Dirk Scheich
His speech at the conference will focus on presenting two concepts that have been recognized as best practices by the EU Agency for Inclusion: Thoughts on School Inclusion in East Belgium – the Campus model and the collaboration with the Competence Center.
Campus: In the German-speaking Community of Belgium, the goal is to connect every special needs school with a regular school on a shared campus. This ensures that students requiring special support are not separated from the rest of society. Ultimately, the objectif is to create fully inclusive schools, with the campus model serving as the first step toward this vision.
Competence Center: The Competence Center is directly linked to the Center for Special Education. It employs specialist advisors and inclusion educators who work in regular schools across the German-speaking Community of Belgium. Their role is to facilitate inclusive education, minimizing the need for students to transfer to special needs schools. Additionally, they support regular schools in adopting new learning methods and approaches to inclusive education.
Bartosz Wilimborek - Together in One School: Inclusion in Early Education
During the panel, I will discuss the temporary integration of the kindergarten departments from the Institute for the Deaf into two mainstream kindergartens. I will discuss the preparations undertaken by the institutions, as well as our experiences after approximately six months. Additionally, I will highlight potential opportunities and challenges arising from this approach. My focus will be on specific steps and actions that may serve as inspiration for similar initiatives. At the same time, I will emphasize key aspects that should be considered to effectively develop inclusive education.
Annet de Vroey - Qualified for quality
While competence development for inclusion is most effective when it is offered across all stages of teacher professional learning - from initial teacher education to continuous professional learning - and across all professionals involved in inclusive education, the potential impact of carefully prepared induction programmes has often been underexposed. In Belgium (Flemish community), several postgraduate programmes provide specialisation and teacher induction at the same time. These programmes, which focus explicitly on competences for inclusion, have proven to raise teacher efficacy beliefs in contexts of high diversity early on in a teacher's career. Moreover, they are open to different professionals, raising interprofessional understanding and competence among all. Examples of teacher practice, teacher internships and teacher competence assessment in the course of induction programmes for inclusion will be shared. In addition, questions will be raised regarding quality of learner support.
2. Inter- and cross-sectoral cooperation
Anthoula Kefallinou - Bridging Sectors for Inclusive Education: Lessons from EASNIE work
Implementing inclusive education requires strong cross-sector collaboration. The EASNIE-led project, the ‘Changing Role of Specialist Provision in Supporting Inclusive Education’ -CROSP- explored synergies between specialist and mainstream sectors to foster inclusivity. Phase 1 analysed trends and national contexts regarding specialist provision. Phase 2 developed a roadmap for transforming specialist provision, culminating in a Policy Self-Review Tool. This tool helps education leaders reflect and create a continuum of support for inclusive education.
This presentation will highlight key CROSP outcomes and will also introduce the current ‘Collaborative Action for Inclusive Education’ -CAFIE- activity, which examines strategies for effective cross-sector collaboration and assesses the impact of partnerships on quality assurance and accountability. Practical examples from EU countries will illustrate how cross-sector efforts enhance inclusivity.
Filomena Pereira - Holistic Support for Inclusive Education: The Role of School-Based Inclusion Teams
Inclusion teams at school level play a key role in ensuring that all children, regardless of their background, abilities or challenges, receive the support they need to succeed academically, socially and emotionally. By collaborating with resource centres and other sectors, these teams address the holistic needs of students and ensure that they are supported throughout their school journey, including key transition periods. A cross-sectoral approach in planning and provision of such support, which includes the representatives of health, education, and social policy, ensures the implementation of comprehensive and highly effective strategies. This child-centred approach ensures that each child receives personalised, holistic and sustainable support throughout their education. By actively involving the child in decision-making processes, it ensures that their preferences, concerns and aspirations are heard and respected.
Edyta Widawska - Developing a Multi-Sectoral Support Model for Inclusive Education: Piloting Intersectoral Processes in Poland
In Poland, the process of assessment and implementation learners' needs is carried out at local level by sector. Health care, social welfare and education have their own diagnostic and therapeutic tools. Each sector works independently, without looking at the others, which makes it difficult, if not impossible, to share information, knowledge and resources. The result is a system with low efficiency, where activities, efforts and costs can be duplicated. The main objective of the project, the results of which will be presented, was to develop and pilot a multi-sectoral model of child, student and family support in selected districts across the country. The presentation will provide a general characterisation of intrasectoral and intersectoral support processes, considered in the context of inclusive education broadly defined. It will also present the results of piloting and building an intersectoral model of support that meets the needs of students in mainstream education.
Frances Foreman - Implementing a rights based, learner centred inclusive education for Scotland
The Scottish education legal and policy framework is designed to be inclusive for all children and young people in Scottish schools, meeting the needs of all including those who require additional support. This session will provide an overview of what inclusion can and should mean in relation to all children and young people’s experiences within a rights-based education system that is underpinned by the interconnection between legislation, policy and professional duties. It will also provide an overview of our implementation journey sharing success and challenges and the Scottish child centred inclusive approach to the identification, support of needs and subsequent planning process. This includes a multiagency team around the child approach that was developed to support professionals and families provide a holistic child centred support when required for our vulnerable and or marginalised children and young people.
3. Education in diverse classrooms
Magdalena Kaczmarek
Model of monitoring pupils' school well-being – good practice currently being implemented in the IBE project “Wspieranie dostępności…”. The model ultimately adopts six areas of school well-being:
1) Relationships at school - peers,
2) Relationships at school - teachers,
3) Psycho-physical well-being,
4) School self-efficacy,
5) Motivation to learn,
6) School climate.
These scales are defined separately at two levels - institutional and individual. The purpose of measurement at the institutional level will be to determine student well- being as shaped by the educational institution. Data at this level will be collected individually from each pupil and student, but the scores for the well-being indicators will be calculated as a group, for a particular class, and whole school. In contrast, the purpose of the measurement at the individual (subjective) level will be to screen the wellbeing of each student. The tools are aimed at children and adolescents aged 4-19 years and can be used by both psychologists and pedagogues. Diagnostic tools are supplemented with didactic materials aimed at building resources conducive to well-being within standard school activities.
Kaloyan Damyanov - Inclusive Education in Bulgaria: From Functional Assessment to Intensity of Additional Support for Personal Development
This presentation explores the transformative process within the Bulgarian preschool and school education systems towards inclusivity, acceptance, and diversity enhancement. It discusses the implementation of functional assessment for special educational needs based on the International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY) framework and the transition towards a model that measures the intensity of additional support required. Additionally, the presentation examines the introduction of a co-teaching model that integrates general education teachers and resource teachers within the same classroom setting, aiming to foster a more supportive and effective educational environment.
Sandra Valantiejiene - Open classroom model for the success of inclusive education in Lithuanian educational institutions
From September 1, 2023, the Open Classroom model has been implemented in Lithuania. The purpose of the class open to a diversity of pupils is to create the best possible conditions for the inclusion of pupils with various abilities and educational needs in general education schools, to provide each child with an education that meets his needs. In an open class, one to three pupils with severe or very severe special educational needs are educated together with other pupils. This class also requires two teachers or a teacher and a special educator and a pupil’s assistant. The report highlights the Open Classrooms model as one of the implementation practices of inclusive education. Its practical implementation in Lithuanian educational institutions is also described in it.
Riia Palmqvist - Formative assessment in working with a diverse class group
The aim of formative assessment is to guide the student's progress in relation to the set goals and to help the student understand their own learning. It supports the student in recognizing their strengths, improving their work, and achieving the subject’s objectives. Formative assessment is part of teaching and is based on supportive and guiding feedback. Self-assessment and peer feedback are essential part of formative assessment practices, but they do not affect grades in the Finnish assessment system. The goals of the subjects and the assessment criteria must be clarified for students, and their progress should be regularly communicated to parents as well.
Piotr Rycielski - School Climate
The presentation will focus on the measurement of school climate. A multidimensional perspective on the organizational climate of an institution appears to be particularly interesting in the context of school evaluation. The unique classroom and school climate can significantly impact both the effectiveness of teaching and the school's educational role. The discussion will cover research findings on the measurement of school organizational climate across dimensions such as student relationships, learning orientation and knowledge acquisition, and relationships with teachers.
4. Including learner’s and the families voices into education process
Anna Krzyżanowska - The child and the student with developmental difficulties. Problem or challenge?
Background:
Whatever the child's developmental situation, the family entrusts teachers and therapists with someone most precious to them. It does so in the belief that they have the expertise and skills to change the child's limitations and give them the best possible chance of an independent future. Every educator, therapist and trainer, regardless of the role resulting from their professional training or the peculiarities of the institution in which they work, is first and foremost a human being. He or she is a person like any other - not a hero, but with the courage and the duty to support every child entrusted to his or her care. It is worth considering how the diversity of a teacher's work and life experiences determines his or her attitude when working with a child who needs individual attention and developmental support. Is participation in educational projects, also those with an international dimension like eTwinning or Erasmus+, appropriate for children, including those with special needs?
Procedures:
As professionals with a lot of expertise, we think we know better what is more important and necessary for the child. Sometimes we only think we do. But our educational pathways and solutions may not always be effective. There are no textbook solutions because every situation defies the blueprints, even when it comes to children with the same diagnosis or developmental disorder. For the effectiveness of an inclusive approach in education, it is helpful to redirect the approach to a child's or student's difficulties from a “problem” to a shared “challenge”. Obviously, it neither removes the deficit nor negates the difficulties, but treats them as elements to be worked through, once again together. This change can make a huge difference to the adults' daily motivation to face the situation - both parental and educational.
Based on international cooperation and autonomy, the eTwinning programme is open to any idea that comes from the needs of teachers and pupils. It allows teachers to discover new pedagogical approaches and develop their competences. In this way, teachers create an inclusive project space for pupils to develop their potential, regardless of their level of development, possible deficits or limitations.
What is needed for effective and inclusive education is mutual trust and understanding, flexibility and humility to be able to look at the situation from different perspectives - that of the child, the parent and the professional. Also because it reinforces the attitudes of teachers and parents, who are then more likely to find the strength and motivation to face the children's 'challenges' together.
Judith Lyons and Charlene Brazil - Student Participation in Irish National Education Policy Development
This presentation outlines how the Irish Department of Education is ensuring that the views of children and young people are heard in education policy development at a national level.
The presentation will outline how children and young people have shaped the work of the Department of Education and more specifically how children and young people have helped the department to develop its student participation implementation plan. This plan aims to embed a culture of student participation in the department so that the views of children and young people are at the forefront of education policy development.
The presentation will also outline work underway to support the participation of children and young people at a school level, including in the inspection process. The Department of Education Inspectorate takes a rights-respecting approach in working with children and young people. The approach gives opportunity to them to express their views about the quality of provision they experience and plays an important role in advocating for children's rights in schools and settings generally.
Tone Merete Udland - Inclusion in Oslo Schools: Rights, Participation and Collaboration
In Norway, the learners’ right to inclusion was established in the revised Education Act (effective from August 2024). According to this law, learners have the right to participate in every aspect of their school environment that concerns them. They have the right to freely express their opinions and shall be heard according to their age and maturity.
The national core curriculum states that to ensure a positive school environment, learners must actively participate in everyday school life.
This presentation will provide insights into how the Oslo municipality schools work to expand learners’ and families’ knowledge on what the right to inclusion entails and the inclusive definition of school bullying on which we base our work.
The school district also cooperates with the students’ advocacy group and the parents’ advocacy group. The presentation will share experiences from these collaborations.
Monika Fricova - Platform of Families - the story of Achievements and Challenges written by Parents.
Are you curious how can be annual 160-million state expenditure to inclusive education will be reality in Slovakia from 2027? Or if there is a chance to increase understanding among parents and schools? Explore the Slovak story of involving parents of children with disabilities in building of the inclusive education.
Cooperation among schools and parents can be challenging for both sides and can impact the child enrollment to the school. The presentation brings positive examples of how the trained parents as peer consultants can build bridges between parents on one side and schools, municipalities, and the ministry of education on the other side.
E.g. organizing the workshops for children at schools to understand what their schoolmates with disabilities experience or negotiations with the ministry of finance are not free of effort. You will explore how to support your parents to take over the responsibility for system change and be capable of long-term partnerships.
5. Future of Erasmus+ - how to make the programme more inclusive?
Anna Atłas - Project “Peer Support for Adolescent Mental Health (Peer Support)”
Background: Experts recommend that the primary condition for rebuilding the mental health of adolescents, as well as reducing the number of students referred to the overloaded psychological support system, is to strengthen the mental resilience of the entire population of children and young people. Taking care of the mental well-being of all students will reduce the number of young people needing specialized help and increase the number of adolescents capable of supporting their less mentally resilient peers.
The project “Peer Support for Adolescent Mental Health (Peer Support)” will be co-financed by the EU within ESF+ and will focus on developing and testing in secondary schools a method supporting the mental health of students in psychological crises, based on peer support. Developing this method based on both international and domestic experiences, and confirming its effectiveness in a trial involving approximately 200 secondary schools, will allow for the evaluation of the potential to expand and complement the offer of environmental psychological and psychotherapeutic care for children and adolescents experiencing a mental health crisis, as well as for their families. We anticipate that close cooperation between students and professionals providing such support (i.e., psychologists and pedagogues) will contribute to improving the school environment, increase trust in teachers, and allow for the development of best practices in this area. As part of the project, students will also have access to an application for monitoring and reporting problematic situations, which will enable quick responses in the event of a crisis.
Main goal of the project: To develop and test a peer support-based method for supporting students in psychological crises in secondary schools, known as the peer support method.
Main outcomes of the project:
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Social innovation – a developed and tested peer support method for systemic implementation in secondary schools.
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200 secondary schools involved in the pilot project.
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Implementation of the developed peer support method in schools by over 300 school professionals, including psychologists and pedagogues.
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Creation of a peer/social support network encompassing both the student and teacher communities.
Time Line:
Task 1 – Development of Peer Support Methodology along with Educational Framework
Planned deadline: (by the end of February 2025)
Task 2 – Testing the Peer Support Methodology in Selected Schools Planned deadline: (March 2025 – June 2028)
Task 3 – Development of Final Recommendations for the Dissemination of Peer Support Methodology Planned deadline: (July 2028 – November 2028)
As part of the analysis of data gathered through monitoring and evaluation, including updates based on the pilot phase, the final version of the peer support methodology will be developed. Based on the results obtained after the dissemination phase, and in the case of positive outcomes, an attempt will be made to integrate the peer support method into public policies, including the development of legislative proposals in this area.
Helena Wallberg - Experiences from the Emergence of the IFIP Europe Network (International Forums of Inclusion Practitioners)
IFIP Europe is a Europe-wide network of inclusive education practitioners, co-funded by the European Union’s Erasmus+ Program. The network aims to strengthen teachers’ and school leaders’ capacities to effectively respond to the growing complexities of inclusion challenges in today’s classrooms.
Despite policy commitments to inclusive education, a significant gap remains between policy, research, and classroom practice. Teachers are expected to manage diverse classrooms daily, yet they often lack access to practical, evidence-based support. Without targeted resources and practical professional development opportunities, inclusion risks becoming a theoretical concept rather than a lived reality in schools.
In this talk, Helena Wallberg (Wallberg Education), Coordinator of the IFIP Europe project, will share experiences and insights from three years of building the IFIP Europe network and its knowledge platform. She will discuss the lessons learned, the challenges encountered, and the impact of the initiative on inclusion practitioners across Europe. Moreover, Ms. Wallberg will propose key areas for improving the Erasmus+ program, ensuring it becomes more effective, representative, and aligned with the real needs of teachers and school leaders working to create inclusive and equitable learning environments.
Anastasiia Martyniuk
In 2022, Lviv won the status of the European Youth Capital 2025. This deepened ties between Ukraine and abroad.
Intercultural partnership became the focus of attention, as well as the exchange programs such as Erasmus, which opened up a number of opportunities for young people with different needs, in particular, in the field of education.
During the panel discussion “Future of Erasmus+ - how to make the program more inclusive?”, we will consider how local experience can influence the solution of global problems, namely, the case of the international “Young Explorer’s Club” project in the context of Ukraine, where science is a tool for implementing an inclusive approach.
Thomas Spielkamp
TBD
6. Career without barriers
Carol Guildea - Supporting person-centred opportunities for all individuals, those with a disability and those who are marginalised.
In December 2023, the National Strategic Framework for Lifelong Guidance (2024-2030) was published. Thirty five actions were outlined in the accompanying Strategic Action Plan, that would be undertaken by five government departments and a small number of organisations with a view to achieving a more unified guidance system which will allow individuals in Ireland to have access to high-quality and appropriate lifelong-guidance services. A key pillar underpinning the framework is that of ‘Access, Inclusion and Universal Design.’ Several of the strategic actions relate to this pillar and are integrated in various means into all policy relating to the school system in Ireland.
This presentation will include a brief outline of the National Strategic Framework, and the plan for implementation of actions that will enhance supports to students with diverse needs, including disabilities, as they prepare to engage with their future pathways. In particular, this presentation will focus on the model of ‘Whole School Guidance’ in mainstream post-primary schools, and will provide an overview of two pilots focusing on ‘Transitions’ within Ireland’s special schools.
Ewa Bacia - Careers without barriers: The case for Germany
The inclusion of young people into education, training and employment is a challenge. Germany has no single approach to it as the 16 states are responsible for education & training.
When it comes to training various approaches are employed, from inclusion into the core training system to special training institutions focusing on youth with disabilities. However, employers play a major role in training as the so-called “dual training” or apprenticeship-system is the core part of vocational training in Germany. Thus, the employer decides whether and how to engage with youth with disabilities and whether to offer a training assignment or not.
The presentation provides a brief overview of the present regulations and the practices on the inclusion of people with disabilities and other challenges.
Tomasz Kasprzak - A Career Without Barriers: Enhancing Inclusive Career Guidance in Schools
This presentation will introduce A Career Without Barriers, a nationwide initiative supporting teachers, career counselors, and other professionals in preparing students with diverse educational needs for their transition to the labor market. The project provides schools with practical tools, training, and methodological guidance to strengthen inclusive career counseling. By fostering collaboration between educators, specialists, and employers, it helps equip students with the skills and confidence needed to navigate the job market. The presentation will highlight key project activities, emphasizing individualized support, accessibility, and strategies to ensure equal career opportunities for all students.
Sebastian Cycuła - The Airstrip project
It has become common practice for entrepreneurs to prepare future employees while they are still in higher education or vocational schools. When we founded our social enterprise over a decade ago and began employing individuals with autism, we quickly realized that training them to produce top-quality goods required about two to three years.
As the number of young people with disabilities seeking employment grew, we decided to establish a Vocational Development Centre (ZAZ) in Sulechów, set to open in 2027. Meanwhile, we have been preparing the necessary infrastructure and building a qualified team. A key part of this process is vocational training for students with disabilities from work-preparation classes.
Through the Airstrip project, young people gain practical skills by creating therapeutic aids and producing buckwheat sticks at our enterprise. Year-long internships from their home schools help them integrate into the work environment and develop key labor market competencies.
Justyna Józefowicz - Inclusive education: how to build a bridge between theory and practice
When does inclusive education become a practice? When is it truly supportive? What does it have to do with health education?
We will look at these and other questions that help guide both students and counsellors from the theory to the practice of effective inclusion.
Inclusive education is not just an idea but real action that translates into real opportunities for pupils. We will talk about the proposals of the ‘Transition to the labour market’ project (2024), which will increase the effectiveness of the work of 1136 professionals in the area of vocational guidance and support for people with disabilities. The focus is on the e-learning modules ‘Transition Incubators’ and ‘Everyday Heroes - Career Pathways Beyond Barriers’, as well as a virtual box full of games and scenarios, making it easier for teachers to tailor lessons to individual students' needs. Methods such as the ‘Career Inspiratory’ and ‘Navigate with AI’ engage young people in discovering their own aptitudes and career goals.
Karina Søbirk Sørensen - Providing comprehensive support for students with special needs
The dropout rate in vocational education is high, but it is possible to curb this by strengthening students' well-being. In Denmark, vocational education is a dual system combining school and work, where both parties play a central role in ensuring that students with special needs receive the necessary conditions for success. At Herningsholm, we have placed significant focus on students with special needs in recent years, leading to positive results in increased completion rates. Close cooperation between the student, the Special Support Advisor (SPS) at the school, and the associated company is crucial to support these students. By coordinating efforts across educational institutions and the labor market, students can receive tailored support that promotes both their well-being and the completion of their education. This support helps create an environment that fosters positive outcomes and increased professional development, which ultimately strengthens both the individual's career and the labor market's need for qualified workers.
7. Staff preparation for inclusive education
Beata Papuda-Dolińska - Action-Based Professional Development Model for Specialist Teachers in Inclusive Education in Poland
An effective approach to strengthening teachers' competencies in inclusive education is action-based professional development. The Accessible School for All program, implemented in Poland, exemplifies this approach by preparing specialist teachers—psychologists, special educators, and pedagogical therapists—to take on the role of Learning Accessibility Advisors (DDU). These advisors have supported schools and preschools in implementing a whole-school approach, ensuring that inclusive practices are embedded in the educational system.
The program included five specialized training programs, online workshops, and a digital platform enabling large-scale professional development. A network of 45 trainers prepared 1,120 DDUs, who conducted interventions supporting over 11,200 teachers and 30,000 students. Through advisory-consultative support, DDUs helped subject teachers address educational challenges, trained staff on crisis intervention, and facilitated systemic change within schools.
The project incorporated research-based evaluation, measuring intervention effectiveness at three levels: teacher training, school-wide implementation, and direct student impact. With expert supervision and a catalog of best practices, the program has contributed to developing a sustainable framework for inclusive education in Poland.
Daniela Popa - From Knowledge to Practice: Teacher Training for Inclusive Education in Romania
This presentation focuses on the importance of teacher professional development in promoting inclusive education practices in Romania. It explores the concept of inclusive education, emphasizing the need for educators not only to face an educational reality, but to contribute in a visible way to the creation of a safe and stimulating educational environment so that every child has the chance to progress.
After a brief overview of the legal regulations regarding the teaching profession in contemporary Romania, concrete modalities in which prospective teachers learn to create a tailored, personalized, and individualized approach to enable all students to reach their potential will be presented. It will also explore the ways in which in-service training in the field of inclusive education is carried out.
Although Romania has made tremendous strides towards democratizing the educational process and ensuring inclusion for all students, regardless of the differences that separate them, there is still further ground for improvement. In this context, the professional development of teachers needs to focus on minimizing disparities, as well as on identifying and implementing effective solutions to contemporary societal problems, which inevitably influence the education system. Through initial and continuing professional development, teachers acquire the necessary competences to create inclusive, accessible and supportive learning environments in which all learners can develop, regardless of their background or abilities. Finally, the partnership with civil society and non-governmental organizations makes it possible to complete the efforts to achieve these goals, in a true blending of formal and non-formal education.
In the context of the Romanian education system, this presentation emphasizes the central role of prospective and in-service teacher training in shaping an inclusive education system that upholds the values of equity, respect, democracy and opportunities for all students. By equipping educators with the compulsory instruments to respond to the diverse needs of students, Romania can come closer to realizing a truly inclusive and equitable education system for every student. This presentation emphasizes the importance of strengthening inclusive practices in the Romanian educational environment, required to facilitate a learning environment that promotes equal opportunities for every student.
Judith Hollenweger - Preparation for Inclusive Education – a lifelong process
Professionals in inclusive schools need not only to acquire relevant competences; they also need to develop an inclusive mindset. The journey is very personal and lifelong, but it is also a journey that schools and communities need to do together. Reforms often take place in a political context in which immediate results are prioritised and long-term progress towards inclusive education is difficult to envisage. The presentation will address the question how personalised learning pathways need to be aligned with co-creation processes, guided by an evolving vision of inclusive education and bringing together initial teacher education and continuing professional learning.
Maria Pitzioli, Evgenia Partasi, Maria Eracleous - Adopting an inquiry-based methodology for teachers’ professional learning on inclusive education: case studies across levels of education in Cyprus
The presentation will focus on the methodology of “Quality Teaching Rounds” that has been used in recent years by the Cyprus Pedagogical Institute in order to support one of the strategic goals of the Ministry of Education, Sports and Youth of Cyprus for inclusive education. By implementing this inquiry-based methodology, the development of networking among teachers in small groups is promoted. Participants engage in cooperative lesson planning, co-teaching, peer observation of teaching and reflection. The case studies presented draw from all three levels of education in Cyprus: pre-primary, primary and secondary education, that have been implemented in order to support teachers in teaching Greek as a second language, as well as enhance the integration of children with a migrant background into the mainstream classroom.
Maria João Horta - Teacher professional development for an effective Inclusive Education in Portugal
Portugal has had a legal framework for inclusive education since 2018. Decree-Law No. 54/2018 establishes principles ensuring that education systems adapt to students' diverse needs through equity, inclusion, flexibility, and parental involvement. The law eliminates the need for categorization based on special education needs and promotes a whole-school approach to learning support.
Simultaneously, Decree-Law No. 55/2018 introduced Curriculum Autonomy and Flexibility, granting schools 25% autonomy in curriculum management to personalize learning, foster interdisciplinary teaching, and implement inclusive methodologies. Schools are responsible for identifying barriers to learning and applying tailored strategies to ensure every student’s success.
To support educators, Portugal has developed extensive professional development initiatives, led by the Directorate-General for Education (DGE). These include:
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Training programs: Leadership in Inclusive Education, Inclusive Classroom Practices, and Creating Inclusive Learning Environments.
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Guides & e-books: Management of Inclusive Education, Diversity & Equity, Universal Design for Learning, and Inclusive Learning Environments.
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Inclusive Education Tour: Nationwide seminars and workshops on policy implementation.
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Online learning resources: A Moodle platform for peer collaboration and professional exchange.
Additionally, 91 School Association Training Centers (CFAE) provide localized professional development aligned with national priorities, ensuring schools receive tailored support. Recent initiatives include training in Braille & Mobility, Assistive Technologies, and Inclusive Pedagogical Practices.
Portugal’s inclusive education strategy aims to minimize socio-economic disparities in education, reduce early school leaving, and promote a culture of inclusion and equity in all learning environments.
8. Quality monitoring and effective education for all
María Castro Morera - Navigating the challenges of evaluating inclusive education
Evaluation involves judging after understanding and is crucial for systematic, socially organized activities. However, assessments of inclusiveness in educational policies and practices are scarce. Measuring inclusion is challenging due to its complexity and varying interpretations, as it encompasses diverse educational practices tailored to different needs. Evaluating inclusion requires defining indicators to monitor and improve education systems, reflecting both conceptual and methodological challenges. This presentation aims to analyze proposed educational indicators for evaluating inclusive education and broadening perspectives with measures of educational growth tied to achievable standards. Recent European initiatives, such as EASNIE (2024) and Mezzanotte and Calvel (2023), propose indicators for evaluating inclusivity, focusing on equity, policy coverage, and data collection improvements. Despite progress, gaps remain in agreeing on what constitutes a good indicator and its capacity to inform society. Indicators should serve as recognizable signs of a functioning system, making evaluation a vital communication tool.
Pauline Slot - The pivotal role of early education in promoting inclusiveness and equity
Early Childhood Education and Care (ECEC) is recognized as a powerful policy lever to improve child development and contribute to equity. However, accessibility for children under three years remains a challenge. Also, the diversity of children and their educational needs is increasing, requiring high quality and well-prepared staff. Although, countries are alike in facing these challenges, differences exist in how ECEC is shaped in their systems. This talk will address the complexity of ECEC systems and what characterizes a strong system. Next, the focus will be on the functioning of public and private organizations, resulting from the system dynamics, and the relations with quality and inclusiveness. The Netherlands will be used as a case in point to illustrate how ECEC organizations operate in a hybrid system. Lastly, a closer look into the classroom dynamics and staff’ functioning will elucidate how professional development is essential in supporting staff and enhancing quality.
Romita Iucu - Flexible Learning Pathways: The Road from Inclusive Universities to Transformative European Alliances
The presentation offers an open and multidimensional perspective on flexible learning pathways, emphasising their pivotal role in academic transformation. Given the increasing “pressure” on learning environments and their structural arrangements, it advocates for the reflective, polyvalent, and adaptable nature of 'portable learning' as a bridge between inclusivity, transformation, and, indeed, global competitiveness. Key elements such as micro-credentials, digitally enhanced mobility, inclusive learning practices, and the processes of unlearning and relearning are presented as benchmarks of exemplary European practices. These innovations are vital for reshaping both learning and the learner, paving the way for strongest form of Europeanisation within university alliances and fostering the emergence of a new diplomacy of learning.
Jędrzej Stasiowski - Building an Information Infrastructure to Support Inclusion-Oriented Educational Policies: The Case of Poland
Effective, inclusion-oriented education policies rely on robust data and evidence-based insights. In Poland, the Educational Research Institute (IBE) is developing an advanced information infrastructure to support this goal, including systems for tracking graduates' educational and career paths, monitoring early school leavers, and providing key educational indicators through interactive public dashboards. These initiatives assist researchers and policymakers and, most importantly, ensure that data-driven insights reach practitioners, empowering educators and school leaders to make informed decisions that foster educational inclusion and equity. In this presentation, I will outline the Polish Graduate Tracking System's current state and discuss its planned developments, which aim to better support stakeholders in designing and evaluating inclusion-oriented educational policies.
9. New technologies for inclusive education
Nora Schiopu - Breaking Barriers in Education: How RoboBraille Empowers Visually Impaired and Dyslexic Students
TBD
Clara Moura Cruz Niggebrugge - Using Space for Inclusive STEM Education
The European Space Agency’s Education Programme provides school-level educators with inclusive, accessible, and interdisciplinary learning opportunities across its 23 Member States. By using space as a context for teaching, ESA fosters curiosity, cooperation, and inspiration among students and teachers alike. This presentation will showcase key projects that integrate space science into education, emphasizing innovative methodologies, collaborative design, and diverse implementation strategies developed with international partners. Through these initiatives, ESA not only enhances STEM education but also promotes inclusion and global cooperation in learning.
Marta Sałkowska - Empowering Teachers, Engaging Students: Technology and Inclusive Education
TBD
Lucie Cerna - Shaping inclusive societies through inclusive digital and AI education: some insights from the OECD
TBD
Tomasz Kulasa - Digital competencies as fundamental to students` development
New technologies for inclusive education in the strategic document for Polish education “Digital Transformation Policy for Education”. The goal - to provide students, as the main beneficiaries of the education system, with the development of digital competencies supported by properly prepared teaching staff and under the conditions of the current best digital technology solutions.
What activities to support students in their holistic personal development: cognitive and social, under conditions of an omnipresent technology. The use of blended learning for quality and inclusive primary and secondary education. Digital competencies as fundamental competencies, supporting students in acquiring transversal competencies, acquiring knowledge and skills from separate areas of education, providing the necessary conditions for building proficiency understood as taking actions that have a positive impact on oneself and others (the environment) and taking responsibility for them.