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Early school leaving (ESL) is broadly defined as the phenomenon of young people leaving formal education before completing upper-secondary schooling. Between 2015 and 2016, the Agency conducted a project on Early School Leaving, which resulted in two reports. The first report was a review of the ESL research evidence focusing on Europe. The second part of the project involved comparing EU policy with the established literature. A second report explored the extent to which EU policies reflect the evidence found in the literature. This final summary report outlines the key evidence and ideas from the two ESL project reports. It represents the model for thinking about ESL that has evolved from the first two reports, along with the main recommendations for policy-makers. Download the report below in the Agency's official languages: Bulgarian, Croatian, Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Serbian, Slovakian, Slovenian, Spanish and Swedish. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives. The first in this new series of policy briefs builds on the outcomes of the Agency's Vocational Education and Training (VET) project (2010–2012). The project identified four main groups of stakeholders whose roles are crucial in improving the performance of VET systems: the VET institution's management, the VET staff, learners, and labour market representatives. Download the policy brief below in PDF format in 22 official Agency languages: Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Italian, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Slovakian, Slovenian, Spanish and Swedish. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This volume contains the proceedings of the 2nd Nordic Research Conference on Special Needs Education in Mathematics, which took place at Örebro University in October 7–9, 2003. The theme of the conference was Democracy and Participation – A Challenge for Special Needs education in Mathematics. The programme included plenary lectures, paper presentations, network meetings, a round table discussion and social events. There were more than 70 participants from all Nordic countries (Denmark, Finland, Iceland, Norway and Sweden), Germany, and the United Kingdom. One of the more important results of the conference was the establishment of a Nordic Research Network on Special Needs Education in Mathematics. ; The report has been previously published as a paperback edition, ISBN 91-7668-399-0. In this electronic edition the chapter "Dilemmaet bindende trinmål og matematikkompetencer set i relation til børns vanskeligheder med matematik" by Anni Jensen has been removed since the author has not approved of her text being published electronically.

This document presents information on new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years. As far as possible, information on updates from countries concerns four main areas: Overview of the new law or policy Focus and aim of the law or policy Likely impact of the law or policy Where to find more information. Information is available for the following eight countries: Estonia, France, Greece, Italy, Malta, Portugal, Sweden and United Kingdom (Northern Ireland). Download the document below in English. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This document presents information on new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years. As far as possible, information on updates from countries concerns four main areas: Overview of the new law or policy Focus and aim of the law or policy Likely impact of the law or policy Where to find more information Information is available for the following nine countries: Croatia, Czech Republic, France, Hungary, Ireland, Italy, Sweden, United Kingdom (Scotland) and United Kingdom (Wales). Download the PDF below in English. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

State government officials deploy scare tactics against families of special needs students seeking alternatives.

State governments are increasingly requiring state and local emergency management offices to maintain lists of persons with special needs who may require assistance in disaster situations. In addition, federal courts are beginning to apply the Americans with Disabilities Act. to emergency planning. This study characterizes special-needs households that are located in the vicinity of a chemical weapons storage site in Alabama. For this study, a special-needs household is defined as a residence having at least one person with physical or mental problems, a transportation dependence, or a child who is home alone at limes and requires assistance from outside the family or current circle of relatives, friends, and neighbors to take specific protective actions. The special-needs households were identified throngh a myriad of collection methods, including random sampling, saturation mailing/self-registration, targeted distribution/self-registration, agency and support provider lists, and referrals. Attitudes toward specific protective actions and an assessment of the ability of the special-needs household to take those actions were also sought out. Approximately 9 percent of the community's households were identified as containing persons with special needs who require assistance during emergencies. The study also identified the highly perishable nature of special-needs population records maintained by emergency management agencies. During a data verification process conducted 3 months after the data collection effort concluded, almost half of the previously identified 3,294 individuals with special needs had their situation change or could not be reached for verification. Concurrently, 1,090 new persons with special needs identified themselves as needing assistance. Recommendations are made to the emergency planning community for addressing the support needs of special populations.

The advent of the COVID-19 pandemic has largely disrupted every aspect of human life. At the height of the pandemic, the states governments' suspended in-person learning in the United States to reduce coronavirus spread through human contact. The suspension was followed by policies enabling the implementation of online learning for all students with special needs, caregivers, and educators in different ways. The closure of schools has disrupted student's routine, made caregivers assume the teacher's role, and required educators to shift to online learning. This literature review evaluates changes in managing students with special needs by highlighting the shift in teaching, the impact of COVID-19 on learners and caregivers, innovative ways of reaching out to the students and preparing for school reopening.

The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education. Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. Thedocumentswerethen studied, labelled, and elucidated comprehensively. Main Findings: The result of the research revealed that teachers' attitude to special need students is good. In addition, the contribution of the teachers' attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport. Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education. Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.