Changing Role of Specialist Provision in Supporting Inclusive Education: Final Synthesis Report
The Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) project aimed to identify and analyse challenges and opportunities within country policy and practice that influence the re-organisation and reform of specialist provision towards inclusive education for all learners.
CROSP had two phases. Phase 1 covered a detailed mapping exercise on past and current trends and situations in 26 Agency member countries in relation to specialist provision, as well as on perceived future trends. The phase 1 synthesis report presents the results.
Phase 2 built on phase 1’s main outcomes, focusing on peer-learning activities. This process concluded with the development of the CROSP self-review tool, providing a holistic overview of policy priorities, strategies and key actions in the change process.
This report provides an overview of phases 1 and 2 of the CROSP project. It describes the situation and trends in Agency member countries in relation to specialist provision, as a result of phase 1 activities. It then presents the methodology and key findings of phase 2, including the CROSP self-review tool for transforming the role of specialist provision to support inclusive education.
CROSP had two phases. Phase 1 covered a detailed mapping exercise on past and current trends and situations in 26 Agency member countries in relation to specialist provision, as well as on perceived future trends. The phase 1 synthesis report presents the results.
Phase 2 built on phase 1’s main outcomes, focusing on peer-learning activities. This process concluded with the development of the CROSP self-review tool, providing a holistic overview of policy priorities, strategies and key actions in the change process.
This report provides an overview of phases 1 and 2 of the CROSP project. It describes the situation and trends in Agency member countries in relation to specialist provision, as a result of phase 1 activities. It then presents the methodology and key findings of phase 2, including the CROSP self-review tool for transforming the role of specialist provision to support inclusive education.
Year:
Organisation:
European Agency for Special Needs and Inclusive Education
Keywords:
educational policy, policy development, inclusion in education, policy review
Marginalized & Vulnerable group:
Indigenous & Minorities, Refugees & Migrants, Socially & Economically excluded groups, Persons with disability
Topic:
System wide approach, Curriculum, Gender inequalities, ICTs, Inclusive Pedagogy & Practices, Language of Instruction, Physical Learning Environment, Educational Staff Professional Development, Violence & Bullying
Level of Education:
Early Childhood Education, Primary & Secondary
Type of Resources:
Research & Policy Papers
Country/Region:
Europe & North America
Language of Publication:
English