Inclusion and Education in European Countries: Final Report: 14. Experts and PLA
Inclusion and Education in European Countries: Final Report: 14. Experts and PLA
Inclusion and Education in European Countries: Final Report: 14. Experts and PLA
European countries
INTMEAS Report for contract –2007‐2094/001 TRA‐TRSPO
George Muskens
Lepelstraat
August 2009
This is an independent report commissioned by the European Commission's Directorate-
General for Education and Culture. The views expressed are those of the author(s) and do
not necessarily represent the official position of the European Commission.
Drafts of this report benefited from comments and advice from the consortium’s reference
group members and from other experts in this field.
Available INTMEAS-reports:
1. Summary/sommaire/Zusamenfassung
2. Comparative conclusions
3. Discussion and recommendations
4. France
5. Germany
6. Hungary
7. Italy
8. The Netherlands
9. Poland
10. Slovenia
11. Spain
12. Sweden
13. UK
14. Experts and PLA
George Muskens
Lepelstraat, May 2009
TABLE
OF
CONTENTS
1
AIMS ............................................................................................................................................. 1
2
RESPONSE
TO
THE
EXPERT
SURVEY ................................................................................. 2
3
REPORTS
OF
THE
PEER
LEARNING
ACTIVITIES
PLAS ................................................. 3
4
MEASURES
FOR
KEEPING
EARLY
SCHOOL
LEAVERS
ABOARD.................................. 4
5
PRIORITY
MEASURES ............................................................................................................. 6
6
INCLUSIVE
EDUCATION
MEASURES ................................................................................... 8
7
SAFE
EDUCATION
MEASURES,
MEASURES
AGAINST
BULLYING
AND
HARASSMENT ................................................................................................................................ 10
8
CONCLUSIONS,
SUMMARY .................................................................................................. 11
8.1
MEASURES
TO
REDUCE
EARLY
SCHOOL
LEAVING:......................................................................... 12
8.2
PRIORITY
MEASURES .......................................................................................................................... 12
8.3
INCLUSIVE
EDUCATION
MEASURES .................................................................................................. 13
8.4
SAFE
EDUCATION
MEASURES ............................................................................................................ 14
I
1 Aims
In
the
EU‐Member
States
that
were
not
covered
by
our
ten
national
research
teams
we
have
carried
out
an
expert
survey
on
inclusion
measures
in
education,
and
we
have
added
examples
as
presented
at
Peer
Learning
Activities.
Therefore,
the
materials
in
the
present
report
are
additional
to
the
main
comparative
assessment
of
inclusion
measures
in
ten
Member
States.
Additional
information
was
welcome
for
two
major
reasons,
being:
Most
reliable
knowledge
on
inclusion
measures
regards
qualitative
knowledge,
certainly
as
far
as
implementation,
effects
and
wider
applicability
is
concerned.
Nothing
or
only
a
few
things
are
really
sure
and
evidence
based
policies
and
practice.
In
this
respect,
the
wider
and
richer
our
knowledge
base
would
be
the
better.
It
would
mean:
more
cases
and
enriched
assessment.
Therefore,
we
wanted
to
extend
the
scope
of
the
project
by
expert
reports
on
cases
and
countries
that
were
not
represented
among
the
ten
countries.
The
ten
countries
should
not
be
seen
as
a
representative
sample
of
all
EU‐Member
States.
They
are
a
collection
of
ten
countries,
with
different
educational
arrangements
and
policies.
For
the
wider
interpretation
of
the
outcomes
additional
information
from
the
other
Member
States
would
be
welcome
and
needed.
After
the
first
phase
of
the
project
we
have
concluded
that
all
terms
of
reference
of
the
project
were
to
be
focussed
on
six
major
frames
of
inclusion
measures
in
mainstream
education.
These
frames
were:
How
to
keep
early
school
leavers
aboard
or
how
to
reintegrate
them
after
leaving
the
school
too
early?
What
priority
measures
are
set
out
and
applied
in
schools
for
target
groups
of
pupils
at
risk?
What
inclusive
measures
are
set
out
and
applied
for
pupils
with
handicaps,
disabilities
and
special
needs?
What
measures
should
ensure
safe
education
for
all
pupils,
and
particularly
for
pupils
at
risk
of
bullying
and
harassment?
What
measures
should
support
schools
and
staff?
For
the
expert
survey
and
PLA‐analysis
the
last
focus
was
dropped,
as
it
might
cover
a
too
wide
range
of
possible
measures
or
regard
the
implicit
effects
of
measures
that
are
not
directly
aiming
at
the
inclusion
of
pupils
at
risk
in
mainstream
education.
Therefore,
we
have
asked
the
experts
and
checked
the
PLA‐reports
for
measures
as
undertaken,
on
the
importance
of
the
measures
and
on
evaluation
research
as
available
concerning
four
issues,
namely:
Measures
to
reduce
early
school
leaving.
Measures
to
improve
the
chances
of
disadvantaged
pupils,
Measures
to
include
pupils
with
a
handicap,
with
restrictions
and/or
special
needs
in
mainstream
education,
Measures
against
bullying
and
harassment.
The
questions
were
formulated
as
open
questions
in
a
four‐question
questionnaire.
Further
to
the
questions
short
explanations
have
been
included
in
the
questionnaire,
namely:
Early
school
leaving
–
this
regards
the
full
or
partial
dropout
of
pupils,
not
being
in
the
interest
of
the
pupils
themselves
nor
in
that
of
society.
For
the
European
societies,
the
pupils
should
at
least
reach
a
decent
labour
market
qualification
at
the
1
level
of
ISCED
3C,
i.e.
a
level
that
includes
some
upper
secondary
education.
Pupils
may
not
be
interested
in
reaching
that
level
because
of
lost
motivation
and
a
multitude
of
troubles,
or
because
they
obviously
are
unable
to
pass
tests
and
examinations
at
the
level
of
ISCED
3C,
or
because
they
find
their
way
on
the
labour
market
and
in
society
without
passing
ISCED
level
3C.
According
to
the
Lisbon
Declaration
the
number
of
early
school
leavers
is
too
high
in
all
or
most
member
States
of
the
EU;
in
2010
the
number
should
be
halved
compared
to
the
numbers
in
2001.
Improved
chances
for
disadvantaged
minorities
–
most
European
countries
have
set
out
priority
policies
and
measures
to
improve
the
chances
of
pupils
belonging
to
disadvantaged
minorities.
It
regards
disadvantages
that
follow
from
inequities
in
society
and
that
are
independent
of
the
individual
capacities
of
the
pupils.
As
a
result,
the
pupils
are
at
risk
of
exclusion
from
education
and
society,
whereas
talents
may
get
lost.
Sources
of
such
inequities
may
be
gender,
ethnicity
–immigrant
and/or
indigenous,
class,
and
handicaps.
As
far
as
measures
are
undertaken
in
your
country:
for
which
disadvantaged
groups?
Inclusive
education
for
pupils
with
handicaps,
special
needs,
etc.
–
in
varying
degrees
the
European
countries
have
implemented
inclusive
policies
and
measures
in
mainstream
education
for
pupils
with
handicaps,
special
needs,
etc.
In
this
way
the
exclusion
and
discrimination
of
children
and
young
people
with
handicaps
and
special
needs
is
to
be
counter‐acted,
while
at
the
same
time
highest
effort
is
to
be
made
to
assure
‘appropriate
and
tailor‐made
education’
in
relation
to
the
handicaps,
special
needs,
etc.
In
varying
degrees,
the
latter
issue
has
been
an
argument
in
favour
or
against
education
in
special
schools
and
institutions.
Please
reveal
the
position
of
your
country
in
this
respect.
Bullying
and
harassment
–
in
practice
bullied
and
harassed
pupils
are
at
risk
of
marginalisation
and
exclusion
from
schools
and
classes,
while
bullies
and
pupils
or
staff
that
has
harassed
pupils
are
at
risk
of
severe
disciplinary
measures,
including
forced
expulsion
from
school
and
education.
In
a
wider
frame,
safe
educational
conditions
for
all
pupils
were
to
be
safeguarded.
We
should
assess
the
measures
that
enhance
such
conditions
and
that
should
diminish
bullying
and
harassment
in
education.
We
would
be
helped
by
your
information
concerning
measures
in
your
country.
2 Response
to
the
expert
survey
Within
the
tight
conditions
of
time
and
budget
we
have
approached
27
selected
experts
in
the
seventeen
countries.
Through
the
ongoing
snowball‐method
5
further
experts
were
added
to
our
group,
on
recommendation
of
their
colleagues.
All
experts
represent
the
full
EU‐level
1
or
level
2
expertise
in
the
filed
of
primary
and
secondary
education,
and/or
related
fields
such
as
educational
policies
or
youth
at
risk
of
exclusion
and
early
school
leaving.
Not
all
were
effectively
contacted
or
were
able
to
respond
to
the
questionnaire.
We
have
received
valuable
response
from:
Belgium
(Flemish
Community),
Dr.
Peter
van
Puyenbroeck,
Antwerp,
Belgium
(French
Community),
Dr.
Dragana
Avramow,
CSPC
Brussels,
Bulgaria,
Prof.
Krassimira
Daskalova,
St. Kliment Ohridski University Sofia
Czech
Republic,
Prof.
Jan
Jirak,
Charles
University
Prague;
Prof.
Milan
Pol,
Masaryk
University
Brno,
Cyprus,
Dr.
Christos
Panayotopoulos,
Intercollege
Nicosia,
Denmark,
Prof.
Niels
Egelund,
University
of
Århus,
Finland,
Prof.
Marita
Mäkinen,
University
of
Tampere,
2
Greece,
Dr.
Roman
Gerodimos,
University
of
Bournemouth
Latvia,
Prof.
Brigitta
Zepa,
Baltic
Institute
of
Social
Sciences
Riga
Malta,
Dr.
Mary
Anne
Lauri,
University
of
Malta
Portugal,
Prof.
Candida
Ferreira,
Technical
University
of
Lisbon;
Prof.
Olga
Pombo,
University
of
Lisbon,
Prof.
Cristina
Maria
Coimbra
Vieira,
University
of
Coimbra,
Luisa
Marroni,
University
of
Coimbra
Slovak
Republic,
Dr.
Gabriel
Bianchi,
Slovak
Academy
of
Sciences
Bratislava
The present report is based upon their response to the questionnaire.
3 Reports
of
the
Peer
Learning
Activities
PLAs
EU
education
and
training
policy
has
been
given
added
impetus
since
the
adoption
of
the
Lisbon
Strategy
in
2000,
the
EU's
overarching
programme
focusing
on
growth
and
jobs
(Presidency
of
the
European
Council,
2000
March).
EU
Member
States
and
the
European
Commission
have
in
recent
years
strengthened
their
political
cooperation
through
the
Education
and
Training
2010
work
program
(European
Commission,
2008).
There
are
three
overall
objectives:
Improving
the
quality
and
effectiveness
of
education
and
training
systems;
Facilitating
access
to
education
and
training
systems;
and
Opening
up
EU
education
and
training
systems
to
the
wider
world.
The
philosophy
is
that
Member
States
can
learn
a
lot
from
each
other.
The
Commission
organises
peer
learning
activities
between
member
states
interested
in
jointly
developing
national
policies
and
systems
in
specific
fields.
Their
main
working
method
is
the
identification
and
planning
of
Peer
Learning
Activities
(PLAs).
The
PLAs
are
a
process
of
cooperation
at
European
level
whereby
policy
makers
and
practitioners
from
one
country
learn
from
the
experiences
of
their
counterparts
elsewhere
in
Europe
in
implementing
reforms
in
areas
of
shared
interest
and
concern.
The
following
relevant
PLAs
have
taken
place
since
2007:
How
can
Teacher
Education
and
Training
policies
prepare
teachers
to
teach
effectively
in
culturally
diverse
settings?
Olso,
20‐05‐2007,
Validation
of
non‐formal
and
informal
learning
for
teachers
and
trainers
in
vocational
education
and
training,
Lisbon,
14‐01‐2008,
Fight
against
failure
at
school
and
inequality
in
education,
Paris,
12‐11‐2007,
(De)segregation
in
education,
Budapest,
25‐04‐2007,
Preventative
and
compensatory
measures
to
reduce
early
school
leaving,
Dublin,
31‐
01‐2007,
School
integration
of
immigrant
children,
positive
discrimination
measures,
support
to
school
drop‐outs,
Brussels,
09‐10‐2006.
The
reports
of
the
PLAs
have
been
published
on
a
special
website,
being
the
knowledge
system
for
lifelong
learning,
http://kslll.net.
Examples
of
inclusion
measures
from
Member
States
that
were
not
covered
by
our
ten
research
teams
and
the
response
to
the
expert
survey
have
been
added
to
the
response
and
the
report
of
the
expert
survey,
as
further
national
examples.
These
regards
examples
in:
Ireland,
3
Turkey.
These examples have been included in the present report.
4 Measures
for
keeping
early
school
leavers
aboard
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Belgium,
The
transition
from
insertion
classes
to
Most
schools
are
controlling
for
truancy
Time‐out
projects.
Since
2006
budgets
are
Flemish
mainstream
education
is
to
be
improved,
as
effectively.
available
for
local
time‐out
project,
short‐
Community
to
avoid
comparatively
high
numbers
of
stay
as
well
as
long‐stay.
early
school
leaving
among
side‐ Most
schools
are
controlling
for
truancy
instreamers.
effectively.
Special
position
is
created
to
support
frequent
absentees,
i.e.
the
JoJo.
JoJos
are
young
starters
on
the
labour
market,
who
are
working
as
mentors
of
the
absentees,
while
in
the
meantime
finishing
their
upper
secondary
education.
Absentees
are
apparently
rather
frequently
foreign
pupils,
who
have
followed
insertion
classes
before.
Early
school
leavers
may
be
found
and
guided
by
youth
coaches,
as
in
Antwerp.
Belgium,
All
measures
are
actually
bottom‐up
The
effects
of
the
measures
have
not
been
In
the
frame
of
three
lines
the
schools
are
French
measures
in
the
sense
that
they
follow
from
evaluated
systematically.
With
regard
to
encouraged
to
take
action
against
early
Community
active
planning
and
action
on
behalf
of
the
dual
courses
(school
in
combination
with
school
leaving.
These
are:
schools.
However,
they
are
underpinned
by
training
on
the
job),
that
should
keep
early
• Priority
education,
e.g.
additional
targeted
legislation,
e.g.
on
SAS,
which school
leavers
from
upper
vocational
funding
in
relation
to
apparent
means a space of transition. SAS offers a sort training
aboard,
the
outcome
might
be
deficiencies
and
disadvantages
of
of sabbatical period so as to allow pupils to contradictory
in
the
sense
that
only
a
pupils,
explore other fields of activities. minority
appeared
to
do
jobs
in
the
sector
• Special
services
against
school
failure,
of
training.
i.e.
re‐insertion
classes
and
rebound
It
is
common
sense
knowledge
that
funding
arrangements
for
dropouts
and
pupils
has
been
too
limited.
at
risk
of
dropping
out,
• Encouragement
of
dual
courses
in
the
streams
and
tracks
of
upper
vocation
training,
where
the
pupils
at
risk
of
dropping
out
are
concentrated.
Bulgaria
In
Bulgaria
measures
are
mentioned
that
The
measures
are
supposed
to
be
an
should
support
the
groups
of
pupils
at
effective
first
step
towards
the
inclusion
of
highest
risk
of
exclusion
from
education,
target
groups
at
risk.
immediately
or
in
a
later
phase.
The
Roma
children
are
mentioned
as
the
group
at
highest
risk.
The
measures
are
applied
in
the
grades
1‐4
of
compulsory
education.
The
national
program
includes
measures
such
as
free
textbooks
and
materials,
free
transportation,
free
good
breakfast.
Cyprus
Rather
low
priority,
as
numbers
of
early
school
leavers
are
moderate
Apprentice
scheme
for
dropouts
from
lower
secondary
education
–
dual
courses
Evening
and
over‐night
schools,
with
800
dropouts
from
primary
and
lower
secondary
education
Czech
Numbers
of
early
school
leavers
are
low,
Roma
teaching
assistants.
School
counsellors
and
other
specialised
Republic
apart
from
target
groups
as
risk,
No
evaluation
research
but
experience
staff.
particularly
Roma
children.
showed
relatively
good
results.
Compulsory
education
up
to
the
age
of
15,
sanctioned.
Curriculum
reform.
Denmark
Numbers
are
moderate.
Municipal
psychological
services.
Regional
Youth
and
Career
Counselling
Services
4
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Ireland
DEIS
–
Recent
policy
plan
against
source:
educational
disadvantages:
(Cluster
• Home
School
Community
Liaison,
"Access
and
aimed
at
establishing
collaboration
Social
between
parents
and
teachers.
Inclusion
in
• School
Completion
Programme,
a
Lifelong
positive
discrimination
measure,
Learning")
targeting
those
in
danger
of
dripping
out.
Clusters
of
school
receive
extra
funding.
• YouthReach,
second
chance
education
for
unemployed
early
school
leavers.
• Area
Partnerships,
since
the
90’s;
specific
focus
on
education.
Finland
Comprehensive
and
compulsory
education
Early
support
measures
and
individual
until
the
age
of
18.
The
numbers
that
have
tracks
for
the
55
that
may
not
reach
the
not
reached
the
ISCED
3C‐level
then
is
very
requested
level
at
age
18.
low:
0,3%
(EUROSTAT
7,9%
in
2007).
Rather
high
numbers
are
out‐placed
in
special
education
(almost
8%)
Greece
Not
highest
priority:
numbers
are
Early
school
leaving
concentrated
in
male
moderate
and
declining
(under
EU‐ groups
at
risk.
average),
while
82%
has
completed
upper
Repressive
approach
appears
not
to
be
secondary
education;
lower
secondary
effective.
education
is
compulsory
and
sanctioned.
Special
assessment
and
progression
New
measures:
intercultural
education,
provisions
for
pupils
from
foreign
additional
teaching
support,
Transition
countries.
Observatory.
Observed
gap
between
national
policy
making
and
the
promotion
of
new
measures
at
the
grassroots
level
of
the
local
communities.
Latvia
Early
school
leaving
is
increasing,
by
1000
Possible
measures:
pupils
in
six
years.
Involvement
of
school
social
workers.
Roma
children
are
the
most
important
Further
support
personnel
for
the
schools
group
at
risk.
and
the
teachers
(not
enough
budget).
Report:
Youth
and
inter‐Ethnic
schools
Adapted
curricula
for
pupils
at
risk
and
in
(DAPHNE
Project)
need
Pedagogical
correction
and
re‐insertion
or
rebound
classes,
up
to
three
years..
Malta
Sanctions
of
obvious
absenteeism.
The
issue
would
be
less
urgent
than
Improved
registration
of
absenteeism.
(European)
statistics
appear
to
suggest.
In
case,
intervention
by
a
Social
Worker.
Inefficient
court
proceedings
with
regard
to
sanctions
and
fines.
Portugal
Compulsory
education
up
to
grade
9;
Good
results
in
the
1990s,
but
no
further
Further
job
training
opportunities
for
sanctions
and
fines.
improvement
thereafter.
dropouts.
Sanctions
for
employers,
who
employ
The school is responsible for the
young
people
in
their
compulsory
implementation for taking measures, with a
education
age.
permanent evaluation of them and of the
Grants
and
further
support
for
results.
disadvantaged
pupils
and
families.
Alternative School Trajectories, if needed
Increased school autonomy that should Courses of Education and Training for pupils
improve the pupils´ learning processes older then 15 years old
The Integrated Program of Education and Territories for priority measures and
Training intents to prevent children/adolescent intervention
from risk situation of child labour Individualized teaching or domestic teaching
Reinforcement and training of teachers in Mobile education for children of itinerant
some areas considered as “key areas”
professionals
Flexible curriculum management
Full‐time
schools
The schools have been indicating a decrease
in the number of dropouts
5
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Slovakia
Strong
inter‐relationship
between
early
school
leaving
and
disadvantages,
particularly
in
case
of
Roma
children
–
for
measures;
see
under.
Turkey
In
Turkey,
the
Ministry
of
Social
and
the
(
),
returning
to
school
has
been
provided
(PLA Ministry
of
Education
have
launched
a
to
the
10‐14
aged
children
that
are
out
of
meeting,
see
program
on
Reducing
Social
Risk.
The
aim
is
the
education
system
in
the
frame
of
to
develop
a
social
aid
web
in
order
to
“Compensation
Education”.
The
students
footnote)
support
poor
children
to
access
basic
who
become
successful
in
this
education
education
services.
A
financial
aid
is
given
system
have
the
chance
of
continuing
to
to
underprivileged
families
at
condition
their
education
by
settling
them
to
the
that
they
bring
their
children
to
school
and
classes
according
to
their
ages.
640.000
to
health
services.
Additional
support
is
students
have
taken
advantage
of
this
given
to
girls.
education
till
the
end
of
2006.
5 Priority
measures
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Belgium,
Extension
of
compulsory
education
for
all
The
Flemish
authorities
have
issued
Schools
may
use
the
GOK‐budget
that
is
Flemish
2,5‐4
year
is
considered
as
to
guarantee
legislation
with
regard
to
GOK,
being
allocated
to
them
for
measures,
such
as:
Community
full
participation
in
pres‐school
education.
priority
education
for
disadvantaged
pupils,
• Remedial
teaching,
e.g.
in
relation
to
home
language
use,
low
• Additional
classes
and
hours,
cultural
capital
from
home
or
poverty,
other
• Language
education
in
Dutch
as
second
socio‐economic
disadvantages,
or
moderate
language
(after
language
tests),
individual
disorder.
In
this
frame
a
GOK‐ • Intercultural
education,
budget
is
available
for
the
schools
with
high
• Orientation
classes
for
further
education,
numbers
of
disadvantaged
pupils.
• Socio‐emotional
development
training,
• Participation
of
pupils
and
parent.
Belgium,
Decree
on
Positive
Discrimination
Bridge
classes
have
proven
to
be
effective;
Tutoring
university
and
college
students,
French
Bridge
classes
for
newcomers
(French,
they
take
one
week
up
to
one
year.
helping
disadvantaged
pupils
in
the
Community
civic
education,
math
and
science)
Tutoring
has
also
proven
to
be
useful.
Some
transition
phase
from
secondary
to
tertiary
lack
of
co‐operation
from
some
teachers,
education.
who
may
be
reticent
towards
students
entering
the
school.
Bulgaria
Anti‐discrimination
programme
2006‐ 5500
pupils
and
300
teachers
until
2010
2015,
for
the
integration
of
Roma
children
and
other
discriminated
groups
without
segregation.
Remaining gender discrimination, especially
concerning the content of the textbooks. They
continue to perpetuate the old gender
stereotypes. Lack of gender sensitivity is a
common feature for the whole educational
system.
Cyprus
Zones
of
Educational
Priority,
since
2003
Ongoing
evaluation
research.
on
a
pilot
basis,
for
zones
with
high
Permanent
working
group
for
the
concentrations
of
ethnic
minorities
promotion
of
literacy
and
school.
(Turkish
Cypriots),
immigrants,
asylum
seekers,
among
others.
Nationwide
individual
assessment
of
functional
illiteracy.
Literacy
programme
to
tackle
functional
illiteracy
at
the
end
of
compulsory
education,
Special
needs
education
and
individualised
programmes
6
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Czech
Applicable
laws
with
regard
to
special
Obviously
not
effective,
particularly
Roma
school
assistants
Republic
needs
children,
including
“socially
among/for
Roma
children
children.
These
Preparatory
and
insertion
classes.
disadvantaged”
children
are
labelled
as
being
“unadaptable”.
Linking
the
Roma
families
and
the
schools.
Linking
the
Roma
families
and
the
schools
are
potentially
very
promising.
Local
centres
for
the
integration
of
minorities.
The
local
centres
for
the
integration
of
minorities
are
viewed
as
being
effective.
Denmark
Enforced
language
screening
for
proficiency
in
Danish,
at
the
age
of
3
and
6.
In
case
of
need,
supplementary
language
stimulation
will
take
place
(from
2009
onwards).
1975‐2002
mother
tongue
education
for
bilingual
children.
Finland
Debate
on
(new)
immigration
and
Teaching
for
Lappish
children
at
Lappish
education
is
going
on.
language
schools.
Offered
is
preparatory
education
The
own
culture
of
the
Romanie
people
is
(insertion
classes)
for
newcomers.
taken
into
account.
Greece
Implementation
of
programmes
and
Quite
effective
minimum
framework
over
Support
programmes
for
disadvantaged
curricula
for
intercultural
education
the
last
ten
years
(Support
Centres,
pupils,
particularly
pupils
with
a
handicap
–
(Roma,
Muslims).
Intercultural
Education).
developed
by
national
expert
centres.
However:
reaming
low
school
participation
Reliance
on
the
national
ombudsman
in
secondary
education
of
Roma
children.
(Children’s
Advocate)
in
case
of
However
too:
latent
discrimination
and
discrimination
stigmatisation
in
the
national
curriculum
(e.g.
predominance
of
the
Greek‐Orthodox
Christian
religion).
Latvia
Bilingual
classes
for
the
Russian
etc.
The
Latvian
knowledge
has
increased
minorities,
as
to
ensure
the
learning
of
among
minority
children.
Latvian.
Attitudes
towards
Latvia
and
Latvian
remained
negative,
and
reform
was
evaluated
controversially.
Malta
None
Training
of
staff
in
multicultural
knowledge
and
skills.
Own
school
projects
and
initiatives.
Portugal
Entitlement
for
social
insertion
revenues
No
decrease
of
the
poor
population.
Social
housing
programs
(very
moderate).
Immigrants
from
Latin
America
(Brazil)
and
Goodwill
and
scarce
measures
in
some
Expert
centres
for
the
relevant
handicaps,
Africa
(former
colonies).
schools
to
support
inclusive
education
Strong
rhetorical
discourse
on
multicultural
School
for
children
of
travelling
people
society.
Mobile
School
Mother‐tongue
education
if
appropriate
Full‐time
schools
Individualized/domestic
teaching
Specialised
professionals
7
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Slovakia
The
School
Act
of
2008
has
formalised
the
Roma
educational
expert
centre
in
Presov.
Assistant
teachers.
rights
of
the
child
and
students
and
has
Several
proposed
measures
remained
Improved
curricula.
banned
all
forms
of
discrimination
and
unused,
such
as
‘individual
education’
–
segregation
in
education.
National
pilot
project
in
the
Presov
region.
reasons:
missing
training
and
skills
of
Governmental
definition
of
a
socially
teachers,
missing
materials
and
equipment,
Co‐operation
with
parents.
disadvantaged
environment,
with
financial
missing
standards.
Public
relations
and
public
awareness
benefits
for
socially
disadvantaged
Many
further
obstacles
in
practice.
campaigns.
children:
smaller
classes,
special
‘zero’‐ PHARE‐supported
projects
for
the
classes
(preparatory
classes)
Control
mechanisms
in
hands
of
regional
educational
authorities,
and
the
State
integration
of
Roma
children.
Government
resolutions
on
the
education
School
Inspectorate.
Opportunities
for
Roma
language
education.
of
Roma
children,
since
2003.
National
Guidance
and
Decree
on
Special
Obligatory
pre‐school
education,
from
age
School
Enrolment
Procedures.
4
onwards.
Consultation
with
Amnesty
International
and
the
Minority
Council
of
the
Government
on
special
Roma
school,
and
Roma
in
special
education.
National
priority
with
regard
to
the
inclusion
of
Roma.
6 Inclusive
education
measures
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Belgium,
National
budgets
are
available
for
specific
Support
by
GON‐guides,
often
being
Flemish
GON‐support,
i.e.
support
of
pupils
with
an
specialist
pedagogues.
Community
indication
in
the
autism
spectre.
Special
programmes:
TEACCH
(Treatment
Further
‘difficult’
pupils
are
to
be
managed
and
Education
of
Autistic
and
related
in
the
frame
of
priority
education,
if
Communication
handicapped
Children),
applicable.
STICORDI
(stimulating,
compensating,
remedial
teaching,
dispensating).
The
model
of
inclusive
education
was
Inclusive
education
usually
regards
the
introduced
rather
lately
in
the
Flemish
following
successive
steps:
Community.
• Individual
plan,
• Empowering
learning
environment
as
created
by
the
teachers
themselves,
• Additional
care
as
offered
by
GOK‐
or
GIN‐teachers,
in
case
of
need,
• Further
individual
measures,
if
needed.
Belgium,
Centres
for
Psychological,
Medical
and
50%
of
the
children
with
special
needs
and
French
Social
Services
give
support
to
the
disabilities
are
receiving
education
in
Community
mainstream
schools
in
relation
to
pupils
mainstream
schools.
with
special
needs.
No
comprehensive
evaluation
Bulgaria
The
number
of
included
pupils
in
90
projects
for
improved
architectural
mainstream
education
has
risen
from
700
access
of
55
schools,
with
state
funding
to
around
5500
in
three
years
time.
Cyprus
Inclusive
education,
since
1999,
in
Programmes
for
special
education.
mainstream
classes
or
in
special
classes
of
550
specialised
support
staff.
mainstream
schools.
Only
pupils
with
severe
difficulties
are
educated
in
special
In‐service
training.
schools.
N.B.
Not
enough,
with
problems
related
to
steps
from
primary
to
secondary
education.
Czech
New
legislation
underway,
allocating
track
Effective
measures
for
the
full
integration.
Any
programs
for
the
full
integration
of
Republic
money
for
the
inclusive
education
of
handicapped
pupils
in
mainstream
handicapped
etc.
pupils.
education.
Expert
support
centres
and
specialised
staff
8
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Denmark
Inclusive
if
possible
3.8%
of
all
pupils
is
educated
in
special
schools.
Increased
segregation
since
twenty
years,
particularly
in
the
field
of
ADHD,
autism,
Asperger,
and
social
or
emotional
problems.
Finland
New
legislation
and
implementation
of
‘appropriate
education’
for
special
needs
pupils,
based
upon
their
individual
troubles
and
capacities.
Public
debate
on
pupils’
welfare
and
stress.
Greece
Implementation
of
Special
Education
Act
Longstanding
exclusion,
discrimination
and
Online
resources
and
civil
society
websites.
and
extension
of
special
schools.
marginalisation
of
handicapped
etc.
Expert
support
and
diagnostics
centres.
children/pupils.
Need
for
cultural
change.
Improvements
since
some
10
years
(e.g.
legal
framework
for
non‐discrimination).
Investments
needed
in
architecture,
facilities
and
equipment.
Need
to
include
disabled
students
into
mainstream
education.
Insufficient
teacher
training.
Latvia
Recent
changes
are
introduced
in
the
Soviet
history:
institutionalised
treatment
Parental
support
programs.
direction
of
inclusive
education.
of
handicapped
etc.
children/pupils.
European
funding
(ESF)
Still
prevalent
model.
Individualised
education
and
home
Still
insufficient
teacher
training
education,
if
possible
and
wanted.
Malta
Inclusive
Education
Act
2000,
Inclusive
and
Only
few
pupils
in
special
schools.
Expert
support
centres
(former
special
Special
Education
Act
2005.
schools)
Teacher
training
materials
and
support
staff;
upgraded
qualification.
Portugal
Inclusive
education
is
promoted.
But
not
easy
to
get
the
necessary
additional
SEN‐pupils
have
the
right
to
be
recognized
The
Ministry
of
Education
has
developed
human
resources.
in
their
specificity
and
to
benefit
from
the
measures
related
to
the
training
and
Portugal
is
not
yet
able
to
assure
a
true
availability
of
appropriate
educative
stability
of
teachers
in
schools,
to
the
appropriate
educative
regime
for
answers
enlargement
of
timetable,
to
the
handicapped
etc.
pupils.
Adapted
materials
and
equipment.
maintenance
of
a
“full
time
school”,
and
by
Teacher
training.
disseminating
the
“good
practices”
Parents
complain
that
they
prefer
special
The
classes
for
SEN‐pupils
are
shorter
education
for
their
children.
(maximum
of
20)
and
the
per
class
is
limited
(maximum
of
2)
Evaluation
of
‘inclusive
education’
is
in
the
making
Slovakia
Special
schools
for
children
with
a
health
Assistant
teachers
disadvantage.
Special
textbooks
Inclusive
education
(or
better
‘integration‐ Special
equipment,
oriented’
education)
in
mainstream
schools,
in
special
classes
or
in
mixed
Right
of
using
sign
language,
Braille
writing,
classes.
‘Integration’
means:
adaptation
of
etc.
the
handicapped
etc.
pupils
to
the
requirements
of
the
schools,
and
not
vice
versa:
schools
should
adapt
to
the
special
needs
of
the
pupils.
9
7 Safe
education
measures,
measures
against
bullying
and
harassment
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Belgium,
No‐Blame
approach
–
child‐oriented
Flemish
approach
of
bullies;
apparently
and
Community
evidence‐based
successful
as
underlined
at
national
expert
conferences
and
at
the
Flemish
Consultation
Platform
concerning
Bullying.
Key
person:
school
co‐ordinator
(often
the
remedial
teacher).
Seven
steps,
i.e.
• Meeting
with
the
victim,
• Bringing
all
together,
who
were
involved,
• Explanation
of
the
problem(s),
• Shared
responsibilities,
• Groups
proposals
fro
improvement,
• Group
takes
action,
• Meeting
with
each
child
individually.
Belgium,
Violence
is
a
general
characteristic
of
Mediators,
who
are
to
facilitate
French
schools
with
a
high
concentration
of
communication
Community
children
from
low
socio‐economic
Mobile
mediation
teams,
intervening
at
the
background
and
immigrant
children.
request
of
the
head
of
an
educational
Mediators
should
be
effective
for
children
establishment
who
are
apparently
unable
to
cope
with
their
high
emotions.
Bulgaria
No
state
measures.
Permanent
media
coverage
on
violence
in
schools,
etc.
Cyprus
Educational
Psychology
Services:
Pilots
of
the
Ministry
in
11
schools.
preventive
programmes.
European
DAFNI‐program.
Evaluation
of
the
11
pilots.
Lack
of
official
numbers
with
regard
to
bullying
and
harassment.
Anecdotal
evidence.
Small
scale
studies.
Czech
Public
discussion.
In‐service
training
of
teachers
and
staff.
Republic
New:
attention
for
cyber‐bullying.
Protection
of
teachers.
Measures
taken
by
the
principal.
Teachers
can
confiscate
mobile
telephones.
Defensive
reactions
of
parents
against
‘repressive’
teachers
and
schools.
Denmark
Research
project
(1
million
euro).
Schools
should
deal
with
the
issue.
Public
attention.
Children’s
Council.
Centre
for
Environmental
Issues
(around
the
school)
Finland
Multi‐professional
forms
of
collaboration
Most
schools
are
involved
in
the
project
which
surpass
administrative
boundaries
called
“Nice
School”,
which
intends
to
find
have
been
developed.
The
regulations
practical
ways
of
preventing
bullying
in
the
concerning
professional
confidentiality
are
whole
of
Finland.
The
most
recent
results
being
changed
to
the
effect
that
an
show
that
this
consistent
and
long‐lasting
organiser
of
education
will
have
better
programme
has
helped
to
decrease
bullying
access
to
necessary
information
for
the
considerably.
benefit
of
the
children
concerned.
10
Topdown
measures
as
effectively
Country
Topdown
measures
as
to
be
applied
applied
Bottomup
measures
Greece
Direct
relation
with
the
exclusion
of
disadvantaged
and
discriminated
pupils.
Low
on
bullying
and
harassment
or
low
on
transparency
on
the
issue?
Media
attention
for
‘happy
slapping’
and
other
incidents.
Ban
on
mobile
telephones
in
schools?
Latvia
No
data,
no
measures
Malta
Victims
and
perpetrators
are
referred
to
school
counsellors.
Portugal
Local
police
intervention,
if
needed.
Intervention
strategies
can
be
developed
by
In
last
years,
several
studies
refer
to
an
Services
of
Psychology
and
Guidance,
in
increase
in
the
number
of
bullying
schools
or
by
groups
of
schools
situations
in
schools,
not
clarifying
if
this
Individualized
victim
support,
such
as:
fact
is
due
to
a
greater
facility
of
students
to
• A
more
private
room,
explain/complain
about
the
several
• A
laptop
with
internet
access,
situations
to
which
they
are
subjected
or
if
• Teacher
of
support,
this
fact
is
due
to
a
real
increase
of
bullying
• A
specialist
from
the
Services
of
in
schools.
Psychology
and
Guidance.
Additional
human
resources
and
specialists,
although
financing
these
is
rather
demanding.
Schools
should
educate,
not
punish
the
pupils,
including
the
‘bullies’.
However,
teachers
are
now
endowed
with
several
legal
means,
necessary
for
the
maintenance
of
their
scholar
authority.
Mobile
school
Individualized/domestic
teaching
Slovakia
Methodical
guidance
of
the
Ministry
to
National
webpage.
Reluctant
response
of
the
schools
and
staff
prevent
bullying
and
harassment
in
schools.
Training
of
prevention
coordinators.
(school
policies
to
prevent
to
be
identified
Implementation
of
OECD‐Network.
as
a
school
where
such
things
happen;
Monitoring
f
the
issue
in
the
schools.
keeping
the
bad
news
out
of
the
media).
Sensitising
parents,
etc.
8 Conclusions,
summary
The
response
to
the
expert
survey
has
enriched
and
extended
the
knowledge
base
concerning
inclusion
and
education,
and
particularly
the
knowledge
base
concerning
strategies,
policies
and
measures
in
the
frame
of:
The
reduction
of
early
school
leaving
and
the
reintegration
of
early
school
leavers,
Priority
education,
Inclusive
education,
Safe
education
in
general
and
the
reduction
of
bullying
and
harassment
in
particular.
The
response
reconfirmed
the
rich
variety
of
possible
strategies,
policies
and
measures
as
undertaken
in
the
countries
concerned.
Many
or
even
most
of
these
appear
to
be
worth
further
attention
of
European,
national,
regional
and
school‐
related
actors,
offering
interesting
examples
and
ideas.
They
were
to
be
incorporated
in
a
European
knowledge
centre
for
measures
to
enhance
inclusion
in
education.
Most
worthwhile
are
the
bottom‐up
measures
and
practices,
in
general
and
those
that
have
been
evaluated,
in
particular,
i.e.
the
practices
and
examples
that
are
listed
in
column
3
and
4
of
the
schemes
above.
11
8.1 Measures
to
reduce
early
school
leaving:
Truancy
control
(Belgium,
Flemish
Community),
Time‐out
projects
(Belgium,
Flemish
Community),
Mentoring
and
coaching
for
early
school
leavers
and
job
starters
(Belgium,
Flemish
Community),
Re‐insertion
classes
and
rebound
arrangements
(Belgium,
Walloon
Community),
Priority
measures
for
disadvantaged
pupils
at
risk
of
early
school
leaving
(Belgium,
Walloon
Community),
Dual
vocational
courses
(Belgium,
Walloon
Community),
School
counsellors
and
other
specialised
staff
(Czech
Republic),
Comprehensive
and
compulsory
education
until
the
age
of
18
(Finland),
Early
support
measures
and
individual
tracks
(Finland),
Apparently
ineffective
repression
(Greece),
Involvement
of
school
social
workers
(Latvia),
Further
support
personnel
for
the
schools
and
the
teachers
(Latvia),
Adapted
curricula
for
pupils
at
risk
and
in
need
(Latvia),
Pedagogical
correction
and
re‐insertion
or
rebound
classes,
up
to
three
years
(Latvia),
Improved
registration
of
absenteeism
(Malta),
In
case,
intervention
by
a
Social
Worker
(Malta),
Further
job
training
opportunities
for
dropouts
(Portugal),
Alternative
School
Trajectories,
if
needed
(Portugal),
Individualized
teaching
or
domestic
teaching
(Portugal),
Flexible
curriculum
management
(Portugal),
Full‐time
schools
(Portugal),
Compensation
education
(Turkey).
8.2 Priority
measures
A
central
budget
for
priority
education
as
available
for
schools,
to
be
used
for:
• Remedial
teaching,
• Additional
classes
and
hours,
• Language
education
in
Dutch
as
second
language
(after
language
tests),
• Intercultural
education,
• Orientation
classes
for
further
education,
• Socio‐emotional
development
training.
Participation
of
pupils
and
parent
(Belgium,
Flemish
Community),
Tutoring
university
and
college
students
(Belgium,
Walloon
Community),
Bridge
classes
(Belgium,
Walloon
Community),
Linking
Roma
families
and
schools
(Czech
Republic),
Roma
school
assistants
(Czech
Republic),
Preparatory
and
insertion
classes
(Czech
Republic),
Local
integration
centres
(Czech
Republic),
Lappish
language
schools
(Finland),
Support
centres
for
intercultural
education
(Greece),
Support
programmes
for
disadvantaged
pupils,
particularly
pupils
with
a
handicap
–
developed
by
national
expert
centres
(Greece),
Reliance
on
the
national
ombudsman
(Children’s
Advocate)
in
case
of
discrimination
(Greece),
Training
of
staff
in
multicultural
knowledge
and
skills
(Malta),
Own
school
projects
and
initiatives
(Malta),
Mother‐tongue
education
(Portugal),
Social
housing
programs
(Portugal),
Goodwill
and
scarce
measures
in
some
schools
(Portugal),
School
for
children
of
travelling
people
(Portugal),
12
Mobile
School
(Portugal),
Full‐time
schools
(Portugal),
Individualized/domestic
teaching
(Portugal),
Specialised
professionals
(Portugal),
Roma
educational
expert
centre
Presov
(Slovakia),
National
pilot
project
in
the
Presov
region
(Slovakia),
PHARE‐supported
projects
for
the
integration
of
Roma
children
(Slovakia),
Opportunities
for
Roma
language
education
(Slovakia),
Assistant
teachers
(Slovakia),
Improved
curricula
(Slovakia),
Co‐operation
with
parents
(Slovakia),
Public
relations
and
public
awareness
campaigns
(Slovakia),
National
Guidance
and
Decree
on
Special
School
Enrolment
Procedures
(Slovakia).
8.3 Inclusive
education
measures
National
budgets
are
available
for
GON‐support
of
pupils
with
an
indication
in
the
autism
spectre
(Belgium,
Flemish
Community),
Support
by
GON‐guides,
often
being
specialist
pedagogues
(Belgium,
Flemish
Community),
Special
programmes:
TEACCH
(Treatment
and
Education
of
Autistic
and
related
Communication
handicapped
Children),
STICORDI
(stimulating,
compensating,
remedial
teaching,
dispensating)
(Belgium,
Flemish
Community),
Inclusive
education
usually
regards
the
following
successive
steps
(Belgium,
Flemish
Community):
• Individual
plan,
• Empowering
learning
environment
as
created
by
the
teachers
themselves,
• Additional
care
as
offered
by
GOK‐
or
GIN‐teachers,
in
case
of
need,
Further
individual
measures,
if
needed.
(Belgium,
Flemish
Community),
90
projects
for
improved
architectural
access
of
55
schools,
with
state
funding
(Bulgaria),
Programs
for
special
education
(Cyprus),
550
specialised
support
staff
(Cyprus),
Specialised
in‐service
training
(Cyprus),
Programs
for
the
full
integration
of
handicapped
pupils
in
mainstream
education
(Czech
Republic),
Expert
support
centres
and
specialised
staff
(Czech
Republic),
Online
resources
and
civil
society
websites
(Greece),
Expert
support
and
diagnostics
centres
(Greece),
Parental
support
programs
(Latvia),
European
funding
(ESF)
(Latvia),
Individualised
education
and
home
education,
if
possible
and
wanted
(Latvia),
Expert
support
centres
(former
special
schools)
(Malta),
Teacher
training
materials
and
support
staff;
upgraded
qualification
(Malta),
SEN‐pupils
have
the
right
to
be
recognized
in
their
specificity
and
to
benefit
from
the
availability
of
appropriate
educative
answers
(Portugal),
Adapted
materials
and
equipment
(Portugal),
Specialised
teacher
training
(Portugal),
Assistant
teachers
(Slovakia),
Special
textbooks
(Slovakia),
Special
equipment
(Slovakia),
Right
of
using
sign
language,
Braille
writing,
etc.
(Slovakia).
13
8.4 Safe
education
measures
No‐Blame
approach
–
child‐oriented
approach
of
bullies;
apparently
and
evidence‐
based
successful
as
underlined
at
national
expert
conferences
and
at
the
Flemish
Consultation
Platform
concerning
Bullying
(Belgium,
Flemish
Community),
Key
person:
school
co‐ordinator
(often
the
remedial
teacher)
(Belgium,
Flemish
Community),
Seven
steps,
i.e.
• Meeting
with
the
victim,
• Bringing
all
together,
who
were
involved,
• Explanation
of
the
problem(s),
• Shared
responsibilities,
• Groups
proposals
fro
improvement,
• Group
takes
action,
• Meeting
with
each
child
individually
(Belgium,
Flemish
Community).
Apparently
effective
mediators
(Belgium,
Walloon
Community),
Mediators,
who
are
to
facilitate
communication
(Belgium,
Walloon
Community),
Mobile
mediation
teams,
intervening
at
the
request
of
the
head
of
an
educational
establishment
(Belgium,
Walloon
Community),
Pilots
of
the
Ministry
in
11
schools
(Cyprus),
In‐service
training
of
teachers
and
staff
(Czech
Republic),
Protection
of
teachers
(Czech
Republic),
Measures
taken
by
the
principal
(Czech
Republic),
Teachers
can
confiscate
mobile
telephones
(Czech
Republic),
Defensive
reactions
of
parents
against
‘repressive’
teachers
and
schools
(Czech
Republic),
Research
project
(1
million
euro)
(Denmark),
Public
attention
(Denmark),
Children’s
Council
(Denmark),
Centre
for
Environmental
(Denmark),
Issues
(around
the
school)
(Denmark),
Schools
should
deal
with
the
issue
(Denmark),
The
project
“Nice
School”,
which
intends
to
find
practical
ways
of
preventing
bullying
in
the
whole
of
Finland.
The
most
recent
results
show
that
this
consistent
and
long‐lasting
programme
has
helped
to
decrease
bullying
considerably
(Finland),
Ban
on
mobile
telephones
in
schools?
(Greece),
Victims
and
perpetrators
are
referred
to
school
counsellors
(Malta),
Intervention
strategies
can
be
developed
by
Services
of
Psychology
and
Guidance,
in
schools,
or
groups
of
schools
(Portugal),
Individualized
victim
support,
such
as:
• A
more
private
room,
• A
laptop
with
internet
access,
• Teacher
of
support,
• A
specialist
from
the
Services
of
Psychology
and
Guidance
(Portugal),
Additional
human
resources
and
specialists,
although
financing
these
is
rather
demanding
(Portugal),
Schools
should
educate,
not
punish
the
pupils,
including
the
‘bullies’
(Portugal),
Teachers
are
now
endowed
with
several
legal
means,
necessary
for
the
maintenance
of
their
scholar
authority
(Portugal),
Mobile
school
(Portugal),
Individualized/domestic
teaching
(Portugal),
National
webpage
(Slovakia),
Training
of
prevention
coordinators
(Slovakia),
Monitoring
f
the
issue
in
the
schools
(Slovakia),
Sensitising
parents.
(Slovakia).
Reluctant
response
of
the
schools
and
staff
14
The
response
is
further
discussed
in
the
final
INTMEAS‐report
“Conclusions
and
Recommendations”.
The
present
report
is
an
attachment
to
that
report.
15