This report contains an overview of the findings of the Classroom and School Practice project. The project is focused on revealing, analysing, describing and disseminating classroom practices in inclusive settings in such a way that European teachers can implement inclusive practices on a wider scale in their classrooms. Furthermore, it addresses decision-makers within the educational system by presenting the necessary conditions for teachers to become inclusive in their practice. The project is mainly focused on primary education; however, an extension to the secondary phase is now being conducted. The study consists of three phases. In the first phase a literature review has been conducted in the participating countries in order to reveal the current state of the art of effective inclusive practices. In addition, an international (mainly American) literature review was conducted in this phase. This part of the project addresses the question: which practices have proven to be effective in inclusive education?

Author European Agency for Development in Special Needs Education

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