Chan­ging Role of Spe­cia­list Pro­vi­si­on in Sup­port­ing Inclu­si­ve Edu­ca­ti­on — Eva­lua­ti­on of Pha­se 2

Sum­ma­ry

The Chan­ging Role of Spe­cia­list Pro­vi­si­on in Sup­port­ing Inclu­si­ve Edu­ca­ti­on (CROSP) pro­ject is focu­sing on the re-orga­ni­sa­ti­on of spe­cia­list, sepa­ra­te pro­vi­si­on (schools, clas­ses and units) and the per­cei­ved shift in the role of such pro­vi­si­on to sup­port the right to inclu­si­ve edu­ca­ti­on for all lear­ners.

The pro­ject has two pha­ses:

• Pha­se 1 (2017–2018) cover­ed a detail­ed map­ping exer­cise on past and cur­rent trends and situa­tions in count­ries in rela­ti­on to spe­cia­list pro­vi­si­on (SP), as well as on per­cei­ved future trends.
• On the basis of the main out­co­mes of Pha­se 1, Pha­se 2 (2018–2021) will focus on peer lear­ning acti­vi­ties, to be orga­nis­ed in two or three groups. The­se will con­sider dif­fe­rent aspects and stages of poli­cy reform and deve­lo­p­ment for SP to sup­port inclu­si­ve edu­ca­ti­on.

The project’s over­all aim is to iden­ti­fy and ana­ly­se the fac­tors (chal­lenges and oppor­tu­ni­ties) within coun­try poli­cy and prac­ti­ce that influence the reor­ga­ni­sa­ti­on and reform of spe­cial pro­vi­si­on (schools, units, clas­ses) towards inclu­si­ve edu­ca­ti­on for all lear­ners. It will spe­ci­fi­cal­ly focus on the poli­cy dri­vers for re-orga­ni­s­ing SP to sup­port the right to inclu­si­ve edu­ca­ti­on for all lear­ners.

The project’s key ques­ti­ons will be:

• What type of cross-sec­to­ral poli­cy frame­work is nee­ded to effec­tively sup­port the chan­ging role of SP (schools, units and clas­ses) in sup­port­ing main­stream schools to be inclu­si­ve?
• What type of deve­lo­p­ments and reforms to dif­fe­rent forms of sepa­ra­te SP are requi­red to ensu­re that the rights of all lear­ners to inclu­si­ve edu­ca­ti­on are effec­tively met?

The pro­ject will initi­al­ly aim to:

• coll­ect infor­ma­ti­on to map the chan­ge in the role of SP in recent years;
• coll­ect infor­ma­ti­on that pro­vi­des a map­ping of the cur­rent situa­ti­on regar­ding sepa­ra­te SP in count­ries;
• high­light the cri­ti­cal levers within coun­try situa­tions that have led to the­se chan­ges;
• chan­ge of role of SP in sup­port­ing the right to inclu­si­ve edu­ca­ti­on for all lear­ners.

ITA has been con­trac­ted to per­form the for­ma­ti­ve eva­lua­ti­on of pha­se 2.

Pro­ject web­site: https://​www​.euro​pean​-agen​cy​.org/​p​r​o​j​e​c​t​s​/​C​R​OSP