Research : Inclusive Education for All Needs:
European Sectoral Social Partners
in Education Promoting Inclusion of
Persons with Special Needs in Education
The research data for this project was generated from desk research, an online survey and study visits organised in the framework of the project.
Desk research aimed:
to identify and evaluate the existing legislation, special programmes and measures undertaken at national, regional, local or institutional level as regards the inclusion of persons with special needs in the education system and education policies,
as well as assess the impact of the EU policies on inclusion on the national educational and employment policies,
identifying challenges (e.g. special needs teachers shortage, additional support needed) and potential solutions;
Online survey among ETUCE and EFEE member organisations (October – November 2024):
collected their views on the state-of-art of inclusion of persons with special needs in their national education systems;
identified the joint approaches, practices and strategies of social partners in education to ensuring the full inclusion of persons with special needs in the education system and education and employment policies;
addressed the relevant professional needs of school leaders, teachers and other education personnel, challenges linked to working and learning conditions (including digital and sustainable education), initial and continuous professional development, recruitment and retention, and other areas;
Focus group interviews with education social partners were conducted during study visits:
to Grundschule Böckerhof, a mainstream primary school in Solingen, Germany (September 2024), and
Şcoala Gimnazială Specială “SF. NICOLAE”, a special school in Bucharest, Romania (February 2025).
Interview questions focused on policies for inclusive education and disability inclusion; barriers to the inclusion of students and education personnel with disabilities; the professional needs and working conditions of education personnel; challenges to teacher recruitment and retention; and the role of social partners in promoting inclusive education and employment. Focus group discussions and school visits organised with the participation of local social partners with a view to complement the desk research and online survey with a more in-depth knowledge and qualitative data.
