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The Impact of COVID-19 on Inclusive Education at the European Level: Literature Review Year of publication: 2021 Corporate author: European Agency for Special Needs and Inclusive Education | European Commission The coronavirus (COVID-19) pandemic has affected learners around the world. School closures forced emergency responses from education systems, resulting in various forms of remote schooling. The crisis highlighted pre-existing inequalities in education and provided a reason for systemic change in education worldwide.This literature review aims to map evidence and identify acknowledged ways in which COVIDโ19 has impacted on education in general and inclusive education in particular at European and national levels. The intention is to provide a comprehensive overview of key messages for Agency member countries. It will also inform possible future Agency work on this topic. 
Global Education Monitoring Report, 2021, Central and Eastern Europe, Caucasus and Central Asia: Inclusion and Education; All Means All Year of publication: 2021 Corporate author: Global Education Monitoring Report Team | European Agency for Special Needs and Inclusive Education | Network of Education Policy Centers Prepared by the Global Education Monitoring (GEM) Report, in partnership with the European Agency for Special Needs and Inclusive Education and the Network of Education Policy Centers, the regional report on inclusion and education in Central and Eastern Europe, the Caucasus and Central Asia offers a deep dive into the core challenges and key solutions. The region is working hard to overcome a legacy, whereby children with disabilities attended special schools, once wrongly regarded as an effective solution, segregated by type of disability, if not fully excluded from education.The report draws on in-depth profiles of 30 education systems in the region. It also presents the additional risks to inclusion now posed by the COVID-19 pandemic. Building on the 2020 Global Education Monitoring Report, it documents barriers facing learners, particularly where multiple disadvantages intersect. Its recommendations provide a systematic framework for identifying and dismantling these barriers, according to the principle that โevery learner matters and matters equallyโ.