Europe & North America
The main aim of the initiative is to fight ignorance and deconstruct stereotypes in order to facilitate the inclusive education process.
Three key questions guide the project activities:
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:
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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?
Teacher professional learning for inclusion covers the education of teachers working in schools (i.e. initial teacher education, induction, continuing professional development), leadership for inclusive education and the professional development of teacher educators working in tertiary education. This entails preparing all teachers in all teaching roles for inclusive education.
More specifically, TPL4I aims to review what policy documents and research literature say about the following questions: