Early Childhood Education

Inclusive School Leadership: A Tool for Self-Reflection on Policy and Practice


The SISL Self-Reflection Tool aims to stimulate professional dialogue and collaborative policy development within and across schools and at different policy levels. It is intended for:

  • school leaders and leadership teams seeking guidance in adopting and developing inclusive leadership practices;
  • policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels.

Inclusion in education in Central and Eastern Europe, the Caucasus and Central Asia

Since 1989, the region has been trying to overcome this heavy legacy and shift towards a rights-based approach to education, often with the support of international organizations. Laws and policies have embraced a broader concept of inclusion. Teacher education and professional development programmes are being revised or restructured. Yet progress is uneven. Many changes are happening on paper, while deep-held beliefs and actual practices remain little altered.

Changing Role of Specialist Provision in Supporting Inclusive Education: Mapping Specialist Provision Approaches in European Countries

The CROSP project identifies and analyses factors within country policy and practice that support the changing role of specialist provision towards inclusive education for all learners. Two key questions serve to examine this changing role:

  • What type of cross-sectoral policy framework is needed to effectively support the changing role of specialist provision in supporting mainstream schools to be inclusive?

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