This guide supports a wide range of professionals working alongside parents and caregivers in both special and mainstream systems to manage and implement the ongoing transitions that affect how special and mainstream institutions provide services and coordinate actions. This includes those who may be special educational needs teachers, special pedagogues, psychologists, teaching assistants, or sign language interpreters. It also includes mainstream teachers and other school staff working to support improvements in provision, which promote quality inclusive education for all children at preschool and school level. The guide introduces the principles of inclusion along with ideas and strategies that can be used to manage change. 

The purpose of this report is to demonstrate development and implementation of a common path of professional development for professionals: ECEC core and assisting practitioners in two Slovenian kindergartens involved in the VALUE project.

In this report we present a description and reflection of the learning path carried out in Portugal, by the teams of Lisbon and Santarém.

This report examines the question "How can professional development in learning laboratories enhance professional identity, a holistic perspective approach to education and care (educare) and collaboration among and between core and assisting practitioners within Danish ECEC settings?"

In this Belgian Pilot Report, conducted as part of the VALUE project, we examine how collaborative learning between ECEC core and assisting practitioners can be supported as part of sustainable CPD (Continuous Professional Development) path in the context of Flemish community of Belgium. 

The ambition of this roadmap is to inspire you, as a reader, to strengthen collaboration between assisting and core practitioners in ECEC.

In this VALUE endline report, the following question is examined: How can continuous professional development (CPD) strengthen professional identity, holistic approaches to educational work (educare) and cooperation between core and assisting practitioners working within the field of Early Childh

The publication Teacher Assistant in the Inclusive Classroom outlines the necessary information about the position of the Teacher Assistant (introduced in 2010 in Ukraine). It includes legislative documents, description of the main functions and tasks, etc.