Inclusive Online Learning Guidelines
subject: Equitable, diverse, and inclusive virtual classroom based on the principles of UDL
description: The guide provides tips on how to create a more equitable, diverse, and inclusive virtual classroom based on the principles of UDL
creator: UNSW Sydney
publisher: UNSW Sydney
contributor: UNSW Sydney
format: PDF
language: English
type: Guidelines
coverage: Global

Inclusive policies and practices in higher education: A systematic literature review
subject: Evidence-based inclusive policies and practices in higher education
description: This systematic literature review examines research on inclusive policies and practices in higher education institutions published between 2001 and 2021.
creator: Kalypso Filippou, Emmanuel Acquah, Anette Bengs
source: Review of Education
publisher: Wiley
date: January 22 2025
contributor: Kalypso Filippou, Emmanuel Acquah, Anette Bengs
rights: © 2025 British Educational Research Association
format: PDF
language: English
type: Scientific article
coverage: The systematic review covers research conducted across the world, published between 2011 and 2021. The inclusive policies and practices identified can be implemented in higher education institutions across the world.

SMILE Policy Recommendations
subject: SMILE aims to promote inclusive learning by developing, testing and implementing innovative tools that improve the way higher education institutions deal with diversity and social inclusion. The project intends to harvest the expertise of civil society organisations and individuals and include their experiences in the SMILE tools.
description: The current SMILE Policy Recommendations and Action Plan identify ten points, the SMILE Principles, that are crucial to creating more diverse and inclusive societies. Some principles are transversal and cross-cutting in nature, such as the intersectionality of diversity challenges: for example, a migrant background student may also have low socio-economic status – if this student happens to be a woman, it may be an even bigger challenge for her to access and successfully complete her studies.
creator: SMILE Project Consortium
source: SMILE Project website: https://smile.eucen.eu/
publisher: Eucen
date: 2025
contributor: SMILE Project Consortium
format: Online PDF
language: English
coverage: EU

Professional training for easy-to-read facilitators and validators - Train2Validate
subject: Easy-to-read is a methodology for creating comprehensible texts for people with reading difficulties. There are many people that have difficulties in understanding texts, for instance, people with intellectual disabilities or people with dyslexia or recent immigrants. These people need easy-to-read texts that follow some specific rules called guidelines. For instance, an easy-to-read text uses simple sentences and common words.
description: This document reports on the work done during the third Intellectual Output to design a curriculum for the training of facilitators of easy-to-read texts (E2R) and a curriculum for the training of validators of easy-to-read text, based on previous projects, the data collected during IO1 and IO2, and the best practices and literature in the field. To do so this report proposes a theoretical framework for the training of validators and facilitators; illustrates the skills, attitudes and knowledge needed by a validator and a facilitator; and provides details about learning outcomes and the corresponding credits.
creator: Plena Inclusión Madrid (Spain), Zavod RISA (Slovenia), Universitatea Politehnica Timisoara (Romania), SDI Munich (Germany), SSML Pisa (Italy), ECQA (Austria).
source: Train2Validate project: https://plenainclusionmadrid.org/train2validate/
publisher: Plena Inclusión Madrid
date: September, 1st, 2020 to August, 31st, 2023.
contributor: European Union
rights: Creative Commons Attribution-ShareAlike 4.0 Internacional License.
format: PDF document
language: For validators: English, Deutsch, Italian, Slovenian, Spanish, Romanian. For Facilitators: English
type: PDF document
coverage: EU

Digitally enhanced learning and teaching in European higher education institutions
subject: Digitally enhanced learning and teaching in HEIs
description: This report maps the situation regarding digitally enhanced learning and teaching at European higher education institutions over the past seven years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to institutional leadership. This publication has been developed under the Erasmus+ co-funded DIGI-HE project, led by EUA and in partnership with four universities, with the aim of supporting higher education institutions to engage in self-review to develop and enhance their strategic approaches to digitalisation.
creator: Michael Gaebel, Thérèse Zhang, Henriette Stoeber and Alison Morrisroe.
source: DIGI-HE project.
publisher: European University Association asbl
date: January 2021
contributor: DIGI-HE project consortium.
rights: This publication is licensed under the Creative Commons Attribution-NonCommercial CC BY-NC.
format: PDF
language: English
type: Survey report
coverage: EU

Inclusive Higher Education Framework and Indicators
subject: Inclusive Practices in Higher Education
description: This framework provides guidelines and indicators for higher education institutions to develop and assess their inclusivity practices, ensuring equitable access and support for all students.
creator: Erasmus+ Programme of the European Union
source: Developed through the InclusiveHE project
publisher: Erasmus+ Programme
date: N/A
contributor: Consortium of European universities and educational organizations
rights: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Openly licensed for non-commercial use and sharing
relation: Part of the InclusiveHE project resources
format: PDF Document
language: English
type: Framework Document
coverage: European Union

Innovative Technologies for Inclusive Education: A Review of Best Practices from Global Resource Centers
subject: Assistive Technologies and Inclusive Education
description: This UNESCO publication explores the transformative impact of ICT, AI, and assistive technologies in enhancing inclusion and equity in education for persons with disabilities and special educational needs.
creator: UNESCO Institute for Information Technologies in Education (IITE)
source: Developed through the UNESCO–Chengdu project
publisher: UNESCO IITE
date: 2025
contributor: Experts in inclusive education and assistive technologies
rights: All rights reserved by UNESCO Free access for educational purposes
relation: Part of the UNESCO–Chengdu project on AI and Digital Innovations
format: PDF Document
language: English
type: Research Publication
coverage: Global