Special needs education

Pupils are given various forms of help, the nature of which is determined according to the special needs which become evident during the course of the pupil’s studies. A key factor is the early recognition of learning difficulties and problems at school, and to start providing support. Support should be provided immediately if educational or student welfare professionals, or the pupil’s parents, detect risk factors in the pupil’s development and ability to learn. Disabilities, illnesses or handicaps can cause obstacles to learning, as they impair the child’s growth, development and ability to learn. Social or emotional problems can also result in the need for special needs education.

The primary goal is to support the pupils in their studies so that they can achieve the goals of the general syllabus. In addition to remedial teaching, a pupil who has mild learning difficulties or behavioural problems has the right to receive special needs education alongside normal education. Normally, this assistance is part-time special needs education given by a special needs teacher.

If a pupil cannot participate in normal education due to a disability, illness, developmental retardation an emotional disorders or some other similar reason, a decision to provide special needs education must be made. Efforts must be taken to provide pupils with special needs services in their own school. A disabled pupil or a pupil who requires special needs education for some other reason, has the right to receive, free of charge, the interpretation and assistance services necessary for his or her participation in education, other educational services as well as special equipment.

If possible, special needs education will be provided in conjunction with other education, or otherwise in a special needs education class, or another suitable location. When pupils have been enrolled in or transferred into special needs education, an individual educational plan (IEP) must be prepared for them. The plan will define the student’s goals, support arrangements and support services. The IEP is an important tool in implementing support tailored to an individual pupil.

If, despite support measures, pupils cannot achieve the goals of the general syllabus, the syllabus is individualized to fit their personal requirements. The individualization of the syllabus means that an official decision to provide special needs education has been made. In this instance, pupils study according to goals based on their own abilities, which are defined in the IEP. If it becomes clear that the goals laid down in basic education cannot be achieved in nine years due to the child’s disabilities or illness, compulsory education will start one year before the normal prescribed starting age, and will last 11 years. Longer compulsory education gives the student a better chance of achieving the basic skills needed in society during basic education. If due to the student’s severe handicap or illness, education cannot be provided according to subjects in line with the planned syllabus, the education must be provided by activity areas. The activity areas included in the curriculum are motor skills, social skills, cognitive skills, and skills in daily functions, as well as language and communication.