Access a complete list of EASNIE publications, along with bibliographic information, below. Publications are available in up to 26 languages and can be freely downloaded.
You can use the filter to search and select the publications you want to see based on their theme, type of resource (such as reports, literature reviews, flyers), the language and the year of publication.
| Title | Author | Editors | Themes | Type of resource | Language | Year | Links |
|---|---|---|---|---|---|---|---|
| Ten Pillars Shaping the Future of Inclusive Education: Background Paper | European Agency for Special Needs and Inclusive Education | Anthoula Kefallinou, Verity Donnelly, Antonella Mangiaracina, Gareth Hughes and Eloy Rebollo Píriz | assessment, children’s/learners’ rights, cross-sector collaboration, digital education, family involvement, financing, information and communication technology, intersectionality, learners’ voices, lifelong learning, school leadership, teacher education | report | English | 2026 | View Abstract
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Ten Pillars Shaping the Future of Inclusive Education: Background Paper - CitationEuropean Agency for Special Needs and Inclusive Education, 2026. Ten Pillars Shaping the Future of Inclusive Education: Background Paper. (A. Kefallinou, V. Donnelly, A. Mangiaracina, G. Hughes and E. Rebollo Píriz, eds.). Odense, Denmark |
| Ten Pillars Shaping the Future of Inclusive Education: Flyer | European Agency for Special Needs and Inclusive Education | Anthoula Kefallinou, Verity Donnelly, Antonella Mangiaracina, Gareth Hughes and Eloy Rebollo Píriz | assessment, children’s/learners’ rights, cross-sector collaboration, digital education, family involvement, financing, information and communication technology, intersectionality, learners’ voices, lifelong learning, school leadership, teacher education | report | English | 2026 | View Abstract
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Ten Pillars Shaping the Future of Inclusive Education: Flyer - CitationEuropean Agency for Special Needs and Inclusive Education, 2026. Ten Pillars Shaping the Future of Inclusive Education: Flyer. Odense, Denmark |
| Self Reflection Tool on Partnerships in Education: Guidance and Methodology Report | European Agency for Special Needs and Inclusive Education | Pamela Zoe Topalli, Antonella Mangiaracina and Katherina Alvarez | children’s/learners’ rights, country cluster activity, family involvement, learners’ voices, stakeholder involvement | self-review/self-reflection tool | English | 2025 | View Abstract
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Self Reflection Tool on Partnerships in Education: Guidance and Methodology Report - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Self-Reflection Tool on Partnerships in Education: Guidance and Methodology Report. (P. Z. Topalli, A. Mangiaracina and K. Alvarez, eds.). Odense, Denmark |
| Self Reflection Tool on Partnerships in Education: Schools | European Agency for Special Needs and Inclusive Education | Pamela Zoe Topalli, Antonella Mangiaracina and Katherina Alvarez | children’s/learners’ rights, country cluster activity, family involvement, learners’ voices, stakeholder involvement | self-review/self-reflection tool | English | 2025 | View Abstract
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Self Reflection Tool on Partnerships in Education: Schools - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Self-Reflection Tool on Partnerships in Education: Schools. (P. Z. Topalli, A. Mangiaracina and K. Alvarez, eds.). Odense, Denmark |
| Self Reflection Tool on Partnerships in Education: Learners | European Agency for Special Needs and Inclusive Education | Pamela Zoe Topalli, Antonella Mangiaracina and Katherina Alvarez | children’s/learners’ rights, country cluster activity, family involvement, learners’ voices, stakeholder involvement | self-review/self-reflection tool | English | 2025 | View Abstract
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Self Reflection Tool on Partnerships in Education: Learners - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Self-Reflection Tool on Partnerships in Education: Learners. (P. Z. Topalli, A. Mangiaracina and K. Alvarez, eds.). Odense, Denmark |
| Self Reflection Tool on Partnerships in Education: Families | European Agency for Special Needs and Inclusive Education | Pamela Zoe Topalli, Antonella Mangiaracina and Katherina Alvarez | children’s/learners’ rights, country cluster activity, family involvement, learners’ voices, stakeholder involvement | self-review/self-reflection tool | English | 2025 | View Abstract
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Self Reflection Tool on Partnerships in Education: Families - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Self-Reflection Tool on Partnerships in Education: Families. (P. Z. Topalli, A. Mangiaracina and K. Alvarez, eds.). Odense, Denmark |
| Self Reflection Tool on Partnerships in Education: Decision Makers | European Agency for Special Needs and Inclusive Education | Pamela Zoe Topalli, Antonella Mangiaracina and Katherina Alvarez | children’s/learners’ rights, country cluster activity, family involvement, learners’ voices, stakeholder involvement | self-review/self-reflection tool | English | 2025 | View Abstract
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Self Reflection Tool on Partnerships in Education: Decision Makers - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Self-Reflection Tool on Partnerships in Education: Decision-Makers. (P. Z. Topalli, A. Mangiaracina and K. Alvarez, eds.). Odense, Denmark |
| Self Reflection Tool on Partnerships in Education: Communities | European Agency for Special Needs and Inclusive Education | Pamela Zoe Topalli, Antonella Mangiaracina and Katherina Alvarez | children’s/learners’ rights, country cluster activity, family involvement, learners’ voices, stakeholder involvement | self-review/self-reflection tool | English | 2025 | View Abstract
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Self Reflection Tool on Partnerships in Education: Communities - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Self-Reflection Tool on Partnerships in Education: Communities. (P. Z. Topalli, A. Mangiaracina and K. Alvarez, eds.). Odense, Denmark |
| Multi Level, Multi Stakeholder Frameworks for Quality Assurance, Monitoring and Accountability: Guidelines for use | European Agency for Special Needs and Inclusive Education | Diana Murdoch and Ruta Svarinskaite | country cluster activity, cross-sector collaboration, data collection, policy analysis, policy development, stakeholder involvement | report | English | 2025 | View Abstract
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Multi Level, Multi Stakeholder Frameworks for Quality Assurance, Monitoring and Accountability: Guidelines for use - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Multi-Level, Multi-Stakeholder Frameworks for Quality Assurance, Monitoring and Accountability: Guidelines for use. (D. Murdoch and R. Svarinskaite, eds.). Odense, Denmark |
| Multi Level, Multi Stakeholder Frameworks for Quality Assurance, Monitoring and Accountability: Background and development | European Agency for Special Needs and Inclusive Education | Diana Murdoch | country cluster activity, cross-sector collaboration, data collection, policy analysis, policy development, stakeholder involvement | report | English | 2025 | View Abstract
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Multi Level, Multi Stakeholder Frameworks for Quality Assurance, Monitoring and Accountability: Background and development - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Multi-Level, Multi-Stakeholder Frameworks for Quality Assurance, Monitoring and Accountability: Background and development. (D. Murdoch, ed.). Odense, Denmark |
| EASIE Key Findings and Messages 2018/2019 – 2022/2023 | European Agency for Special Needs and Inclusive Education | Peter Drá? and András Lénárt | data collection | report | English | 2025 | View Abstract
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EASIE Key Findings and Messages 2018/2019 – 2022/2023 - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. European Agency Statistics on Inclusive Education: Key Findings and Messages: 2018/2019 – 2022/2023 School Year Datasets. (P. Drá? and A. Lénárt, eds.). Odense, Denmark |
| Monitoring and Evaluation: Supporting external school evaluation processes and practices – Executive summary | European Agency for Special Needs and Inclusive Education | Amélie Lecheval and Katerina Todorova | country cluster activity, data collection, policy analysis, policy implementation | synthesis report | English | 2025 | View Abstract
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Monitoring and Evaluation: Supporting external school evaluation processes and practices – Executive summary - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Monitoring and Evaluation: Supporting external school evaluation processes and practices – Executive summary. (A. Lecheval and K. Todorova, eds.). Odense, Denmark |
| Monitoring and Evaluation Systems in Inclusive Education Policy: Focus on existing monitoring and evaluation systems and practices in five European countries | European Agency for Special Needs and Inclusive Education | Amélie Lecheval and Katerina Todorova | country cluster activity, data collection, policy analysis, policy implementation | synthesis report | English | 2025 | View Abstract
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Monitoring and Evaluation Systems in Inclusive Education Policy: Focus on existing monitoring and evaluation systems and practices in five European countries - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Monitoring and Evaluation Systems in Inclusive Education Policy: Focus on existing monitoring and evaluation systems and practices in five European countries. (A. Lecheval and K. Todorova, eds.). Odense, Denmark |
| EASIE Cross Country Report 2022–2023 | European Agency for Special Needs and Inclusive Education | Peter Drá? and András Lenárt | data collection | data tables | English | 2025 | View Abstract
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EASIE Cross Country Report 2022–2023 - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. European Agency Statistics on Inclusive Education: 2022/2023 School Year Dataset Cross-Country Report. (P. Drá? and A. Lenárt, eds.). Odense, Denmark |
| Cross Sector Collaboration and Governance in Inclusive Education Systems | European Agency for Special Needs and Inclusive Education | Annet De Vroey, Gareth Hughes and Anthoula Kefallinou | country cluster activity, cross-sector collaboration, stakeholder involvement | report | English | 2025 | View Abstract
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Cross Sector Collaboration and Governance in Inclusive Education Systems - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Cross-Sector Collaboration and Governance in Inclusive Education Systems: Background paper for the Advancing Collaboration in Education and Collaborative Action for Inclusive Education activities. (A. De Vroey, G. Hughes and A. Kefallinou, eds.). Odense, Denmark |
| EASNIE – About us | European Agency for Special Needs and Inclusive Education | summary flyer | English | 2026 | View Abstract Download file | ||
| Learner Participation in Inclusive Education: Background Paper | European Agency for Special Needs and Inclusive Education | Katerina Todorova and Margarita Bilgeri | country cluster activity, data collection, learners’ voices, policy development, policy implementation, raising achievement, stakeholder involvement | report | English | 2025 | View Abstract
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Learner Participation in Inclusive Education: Background Paper - CitationEuropean Agency for Special Needs and Inclusive Education, 2025. Learner Participation in Inclusive Education: Background Paper. (K. Todorova and M. Bilgeri, eds.). Odense, Denmark |
| Country Policy Development Support: Methodology Report | European Agency for Special Needs and Inclusive Education | Anthoula Kefallinou, Diana Murdoch, Peter Drá?, Pamela Zoe Topalli and Beatrice Cucco | individual country support, policy development, policy implementation | methodology report | English | 2024 | View Abstract
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Country Policy Development Support: Methodology Report - CitationEuropean Agency for Special Needs and Inclusive Education, 2024. Country Policy Development Support: Methodology Report. (A. Kefallinou, D. Murdoch, P. Drá?, P.Z. Topalli and B. Cucco, eds.). Odense, Denmark |
| EASIE Shadow Cross Country Report 2020 2021 School Year | European Agency for Special Needs and Inclusive Education | André Imich and Sean Gibson | children’s/learners’ rights, data collection, policy analysis, policy development, raising achievement | report | English | 2024 | View Abstract
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EASIE Shadow Cross Country Report 2020 2021 School Year - CitationEuropean Agency for Special Needs and Inclusive Education, 2024. European Agency Statistics on Inclusive Education – Shadow Cross-Country Report: 2020/2021 School Year. (A. Imich and S. Gibson, eds.). Odense, Denmark |
| EASIE Cross Country Report 2021–2022 | European Agency for Special Needs and Inclusive Education | Peter Drá?, András Lenárt and Amélie Lecheval | data collection | data tables | 2024 | View Abstract
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EASIE Cross Country Report 2021–2022 - CitationEuropean Agency for Special Needs and Inclusive Education, 2024. European Agency Statistics on Inclusive Education: 2021/2022 School Year Dataset Cross-Country Report. (P. Drá?, A. Lenárt and A. Lecheval, eds.). Odense, Denmark |
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| Country System Mapping: Methodology Report | European Agency for Special Needs and Inclusive Education | Amanda Watkins and Margarita Bilgeri | country policy review, data collection, policy analysis, policy implementation | methodology report | English | 2024 | View Abstract
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Country System Mapping: Methodology Report - CitationEuropean Agency for Special Needs and Inclusive Education, 2024. Country System Mapping: Methodology Report. (A. Watkins and M. Bilgeri, eds.). Odense, Denmark |
| BRIES Vejledning til etablering af en kultur med effektiv kommunikation p? uddannelsesomr?det | European Agency for Special Needs and Inclusive Education | Margarita Bilgeri and Amélie Lecheval | children’s/learners’ rights, Covid-19, intersectionality, learning loss | self-review/self-reflection tool | Dansk | 2024 | View Abstract
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BRIES Vejledning til etablering af en kultur med effektiv kommunikation p? uddannelsesomr?det - CitationDu kan citere denne publikation som f?lger: Europ?isk Agentur for Inklusion og Specialundervisning, 2024. Opbygning af resiliens gennem inkluderende uddannelsessystemer: Vejledning til etablering af en kultur med effektiv kommunikation p? uddannelsesomr?det. (M. Bilgeri og A. Lecheval, red.). Odense, Danmark |
| BRIES Documento de orientación para establecer una cultura de comunicación efectiva en la educación | European Agency for Special Needs and Inclusive Education | Margarita Bilgeri and Amélie Lecheval | children’s/learners’ rights, Covid-19, intersectionality, learning loss | self-review/self-reflection tool | Espa?ol | 2024 | View Abstract
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BRIES Documento de orientación para establecer una cultura de comunicación efectiva en la educación - CitationPuede citar esta publicación del siguiente modo: Agencia Europea para las necesidades educativas especiales y la inclusión educativa, 2024. Construyendo Resiliencia a través de los Sistemas de Educación Inclusiva: Documento de orientación para establecer una cultura de comunicación efectiva en la educación. (M. Bilgeri y A. Lecheval, eds.). Odense, Dinamarca |
| BRIES Richtlijnen voor het cre?ren van een cultuur van effectieve communicatie in het onderwijs | European Agency for Special Needs and Inclusive Education | Margarita Bilgeri and Amélie Lecheval | children’s/learners’ rights, Covid-19, intersectionality, learning loss | self-review/self-reflection tool | Nederlands | 2024 | View Abstract
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BRIES Richtlijnen voor het cre?ren van een cultuur van effectieve communicatie in het onderwijs - CitationU verwijst als volgt naar deze publicatie: European Agency for Special Needs and Inclusive Education, 2024. Het opbouwen van veerkracht door inclusieve onderwijssystemen: Richtlijnen voor het cre?ren van een cultuur van effectieve communicatie in het onderwijs. (M. Bilgeri en A. Lecheval, reds.). Odense, Denemarken |
| BRIES Guide pour la création d’une culture de communication efficace dans l’éducation | European Agency for Special Needs and Inclusive Education | Margarita Bilgeri and Amélie Lecheval | children’s/learners’ rights, Covid-19, intersectionality, learning loss | self-review/self-reflection tool | Fran?ais | 2024 | View Abstract
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BRIES Guide pour la création d’une culture de communication efficace dans l’éducation - CitationCette publication doit être référencée comme suit : Agence européenne pour l’éducation adaptée et inclusive, 2024. Renforcer la résilience par des systèmes éducatifs inclusifs : Guide pour la création d’une culture de communication efficace dans l’éducation. (M. Bilgeri et A. Lecheval, éd.). Odense, Danemark |