Vocational Training and SEN
Towards Inclusive Learning Environments (TILE): Developing the ‘Roadmap for the Inclusion of Students with Special Educational Needs in Vocational Education and Workplace Settings’
Abstract
Twenty years after UNESCO's Salamanca Statement enshrined international action for provision for children, youth and adults with special educational needs within the regular educational system, this article presents the current underpinning international and national UK context for developing inclusion in vocational education and training and workplace settings. This context is explored through the justification for developing an EU‐funded project entitled ‘Towards Inclusive Learning Environments (TILE)’ and the creation of an associated audit tool, the ′Roadmap for Inclusion′, by a partnership group consisting of universities and VET settings from Finland, the Czech Republic, Estonia and England.
Citing Literature
Number of times cited: 1
- Alexander Minnaert, Arnout Prince and Marie-Christine Opdenakker, The Effect of Self-regulated Strategy Instruction and Behavioral Consultation on Motivation: A Longitudinal Study on the Effect of School-Based Interventions in Secondary Education, Frontiers in Education, 2, (2017).
