1.
THE STRUCTURE OF SPECIAL EDUCATION
The law on Special and Integrated Education defines several ways of organising special education, among which the most important are:
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Full-time special education
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Integrated special education
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Permanent special education at home
Full-Time Special Education
Most pupils in special education are in full-time training. Education scheme of those pupils reflects the age levels of ordinary education, and is organised at three levels:
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Special nursery education
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Special primary education
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Special secondary education
These levels are subdivided into eight different educational types (all have a different organisation), except for special nursery education (types 1 and 8 are not provided at this level). The content of the lessons and activities, the teaching methods, the necessary tools, the medical assistance, are meant to meet the specific educational needs of every single pupil. The organisation tries as much as possible to meet the pupils' needs through various activities.
At secondary level, another subdivision is made according to the training form.
Types of Special Primary Education
Special education types are geared to special needs.
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Type 1
Aims at children and youngsters having a mild mental handicap or a
developmental delay. It takes care of many children or youngsters who have already spent one or more years in an ordinary school but who obviously could not "keep up" with other pupils.
The learning content is in line with the subjects taught in ordinary schools. However, as these pupils need more time, the subject material is limited.
At primary level, learning basic skills is very important; at secondary level, several skills are offered as a whole through General and Social Training.
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Type 2
Is adapted to children and youngsters having a moderate or severe mental handicap. This type of education is already provided at pre-school level. It is important for the child to learn at an early stage the things that other children develop spontaneously. This type of education is often called
life training
as it deals especially with teaching daily activities that promote the initiative and independent living.
Quite a number of pupils from this type of special primary education make the transition to special secondary education of the training form 2; that prepares them for a professional life in a protected environment. Pupils with other severe handicap, in addition to their mental handicap usually move to secondary education of training form 1, which prepares them for a life in a protected environment.
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Type 3
Is offered to the pupils with a character disturbance, serious behavioural or educational problems and/or emotional disorders. A lot of attention is paid to personality development. These pupils are unable to control themselves and are often very negative about themselves. A well-considered strictness is required. Pupils from this type of special primary education do not automatically move on to form 3 of special secondary education. On the contrary, there are exchanges with mainstream education.
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Type 4
Is adapted to pupils with a physical handicap. The developmental and learning process of these children has to be supported by adjusted methods, treatments and incentives.
- Type 5
Is offered to children and youngsters who have to stay in a hospital or other medical institution as they suffer from protracted illness or have a very unstable health. The education system tries to fit in with the acquired level of the pupil, thus limiting the educational delay. At the pedagogical level, these pupils require a separate approach.
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Type 6
Is meant for blind and visually impaired children and youngsters. Specific methods are used to compensate for the visual handicap. These methods are indispensable for them to continue their training in special secondary and possibly higher education. Thanks to special aids, these pupils are often able to cope with the ordinary learning programme.
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Type 7
Is adapted to deaf and hearing-impaired children and youngsters, for whom communication is of major importance.
This type of education strongly focuses on lip-reading, auditory training, sign language, developing self-confidence and participating in social interaction exercises.
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Type 8
Is meant for pupils with serious speech and language disorders and learning difficulties. These pupils have problems with learning. On top of the therapeutic treatment of the problems hindering the learning process, special focus is on the tuition style and the educational method.
In principle, the pupils of this type move on to ordinary secondary education or return to the ordinary school in the course of primary education.
Some pupils from the education types 3, 4, 6, 7 and 8 move on, during or after primary education, to ordinary education with or without the support of special education, or follow, except for type 8, the ordinary study programme in special secondary education (training form 4). Pupils from types 4, 6 and 7 with a general delay, follow a special programme that is adapted to the level of their general development. For special problem groups, it is not simple to choose an educational type. They sometimes have such particular remedial educational demands, that an individual approach is largely recommended.
Special Secondary Education: Training Forms
The school years in special secondary education, except for the training form 4, rarely correspond to the school years of mainstream secondary education. A pupil only moves on to a next year - or rather learning phase - when he is ready.
There are four training forms, each having their own aim. Within these training forms, the same types of special primary education apply.
Aims of special secondary education are described as follows in the
Royal Decree
as
of 28 June 1978:
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Training form 1 aims at offering pupils a social training in order to enable them to be integrated into a
protected environment
.
In specific, training form 1 is meant for youngsters, who, as a result of a severe mental handicap, character disturbance, sensory or motor handicap, or a combination of the above, will have difficulties to live in an ordinary environment. That does not alter the fact they can be helped to live a meaningful life. Education will focus on concrete living situations and teach useful activities that will lead to a certain degree of ability to live independently. Communication and motor function are maintained and further developed. Their general and social training depends on their mental possibilities.
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Training form 2 aims at offering pupils a general and social training as well as a vocational training in order to enable them to be integrated into a
protected living and working environment
.
In concrete terms, form 2 offers youngsters a training that enables them to live in a protected environment later on (at home with their parents or supported living) and to work in a sheltered workshop or another protected working environment.
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Training form 3 aims at offering pupils a general, social and vocational training in order to enable them to be integrated in an
ordinary living and working environment.
This training form is clearly aimed at re-integration into the ordinary life of family and work. Training form 3 is followed by three quarters of the young people in special secondary education. The main difference, compared with ordinary vocational education, is the individual approach, in terms of content as well as in terms of aims and duration. Particular focus is put on the development of an adequate action programme within the different partial aspects of ordinary life and work. An action plan is drawn up for every pupil. This implies that pupils may reach their goal in different ways. The action plan takes into account the learning capacity, the already acquired skills and the handicap of the pupil.
The training, which consists of three phases, is completed by an optional integration phase, which enables a gradual choice of the vocational training.
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The observation phase
This phase presents the first form, and is limited to one complete school year. During this year, the youngsters can discover their own possibilities and interests for certain professions. On top of a general and social training, they get the chance to work with materials, to get acquainted with techniques and professional situations.
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The training phase
This phase is comprised of at least two school years, and deals with a general vocational training within a certain profession. On top of general and social training, the pupil learns a series of basic techniques and skills within a certain profession.
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The qualification phase
This phase contains at least two school years and can be labelled as a thorough vocational training.
Apart from a number of hours of general and social education, the pupil is involved in direct vocational training for the chosen profession for at least two school years.
Practical training periods are provided; they are prepared in class and followed by trainee supervisors. In the meantime, youngsters thus get acquainted with the future professional environment and its requirements.
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The optional integration phase
There is an increased search for possibilities for provision of active support in looking for and settling into a suitable job. This phase offers such a possibility; it is created for pupils who have obtained the certificate of training form three. This phase consists of one full school year in the form of an alternating vocational training, plus two days of training at school and three days of working experience in a regular company.
General and social training as well as vocational training are organised. The relation between these components can be freely determined, according to the individual needs of the young person.
- Training form 4 aims at preparing for the continuation of education, as well as offers the possibility of entering professional life.
This form offers education to normally gifted youngsters, who, due to their severe handicap or necessary permanent medical and paramedical support, cannot attend ordinary education. This is the case for youngsters with a motor, visual or auditory handicap or an illness. This group is rather small, but the results obtained by these youngsters thanks to their efforts are often amazing. Technology plays an important role in this training form. Training form 4 has the same programmes and transition conditions as ordinary education. After secondary education, these young adults integrate into the ordinary living and working environment, or they can move on to higher education.
Integrated Education
The main task of special education consists of integration in its meaning of belonging, if possible in the ordinary educational environment. Co-operation between ordinary and special education is recommended to that end. A model of this type of co-operation is integrated education.
Since 1980, integrated education has been organised for normally gifted children who should follow special education in the types 4, 6 or 7. Thanks to the new technological aids, adjusted methods, a decent willingness and collaboration of the ordinary school and the necessary support from special education, some of these children can attend ordinary school. Since September 1994 pupils from the types 1, 2, 3 and 8 can also be integrated into ordinary education. For these children, integrated education is only possible within the framework of reintegration. This means that these pupils are placed in mainstream education after studying in the special education environment.
Integrated education is not an easy choice, and it requires a lot of supplementary efforts from pupils and their parents, from school and peers, to make the integration work and to make it last.
Permanent Education at Home
Due to their handicap, some children cannot attend school permanently. They are unable to move or are impossible to carry because of the large risk of infection, serious paralysis, risk of bone fractures or any other serious reason.
These children can receive their education at home. One tends to limit the cases of permanent education at home as much as possible, for a child does not need education only. It is very valuable for its overall development to have social contacts outside home as well. Education at home threatens to isolate the child rather quickly, and makes the social integration much more difficult.
2. SPECIAL SECONDARY EDUCATION
New Training Structure Of Training Form 3
1. Terminology
a. Assistant level: a qualification that contains rather simple work activities, that holds the professional responsible for his own tasks and especially applies automated routines and standard procedures. The required skills and knowledge are related to the position.
b. Training: a whole of educational and study activities, recognised by the Flemish Community, and consisting of a general training component and a vocational component
.
c. S-training: a training that can only be organised in schools that already had a similar department during the school year
2001-2002.
d. Key skills: cognitive, psychomotor and affective skills that are part of the core of the profession, that are also more widely usable than in the profession that is subject of the training, and that contribute to general personal development.
2. Structure
a.
Special secondary education of training form three offers the pupils a general, social and vocational training, with a view to their integration into an ordinary living and working environment.
b.
Phases
This form contains three phases and an optional integration phase:
1. The observation phase: presents the first form and is limited to one complete school year;
2. The training phase: lasts for at least two school years;
3. The qualification phase: at least two school years;
4. The optional integration phase: is meant for pupils who have obtained the certificate of training. This phase consists of one complete school year in the form of an alternating vocational training.
Exceptionally, a pupil who has not yet obtained a certificate of training form three, can be admitted to the alternating vocational training following the motivated advice of the class council.
On a weekly basis, from 32 to 36 periods are spent on the general and social training and on the vocational training in the separate phases, except for the integration phase.
The general and social training programmes are given weekly:
1. At least 14 periods in the observation phase;
2. At least 10 periods in the training phase;
3. At least 10 periods in the qualification phase.
The vocational training is given weekly:
1. At least 16 periods in the observation phase;
2. At least 13 periods in the training phase;
3. At least 19 periods in the qualification phase.
The school can freely fill in the remaining periods.
c.
Integration Phase
The integration phase in the form of alternating vocational training consists of 2 days of training at school and 3 days of working experience in a regular company. It contains at least 14 periods per week at school and 24 hours of working experience in a regular company.
Both general and social training and the vocational training have to be organised. The relation between these components can be freely determined according to the individual needs of the pupil.
Exceptionally, training at school or working experience can be organised during a longer period without interruption, with a maximum of 3 weeks. Variations can be allowed by the Education Inspectorate.
On a yearly basis, the alternating vocational training contains of:
1.
At least 500 periods of general and social training and vocational training at school;
2.
At least 700 periods of working experience in a regular company.
At the organisational level, the working experience is put on the same footing as a practical training.
Pupils, who attend the integration phase, are considered as pupils who attend full-time education for the determination of the periods, teaching packages and operating budget of the school.
The training costs with regard to the general and social training must be borne by the regular operating budget
.
d.
Training Programmes
The following training programmes can be organised in training form 3 at the level of assistant:
1.
Sheet metal worker;
2.
Assistant car mechanic (S-training);
3.
Bricklayer;
4.
Floor and wall tiler;
5.
Painter-decorator;
6.
Plumber;
7.
Assistant printer (S-training);
8.
Silkscreen printer (S-training);
9.
Bookbinder (S-training)
10.
Shop assistant;
11.
Reception assistant;
12.
Supply room assistant;
13.
Workshop carpenter;
14.
Interior builder;
15.
Aluminium and synthetic carpenter;
16.
Upholsterer;
17.
Ready-to-wear stitcher;
18.
Horticultural worker;
19.
Shoemaker (S-training);
20.
Hairdresser assistant (S-training);
21.
Fillet welder (construction welder);
22.
Sheet metal worker;
23.
Nursing auxiliary;
24.
Logistic assistant in hospitals and care institutions;
25.
Assistant maintenance worker in institutions and professional cleaning;
26.
Auxiliary weaver;
27.
Laundry operator (S-training);
28.
Butcher's assistant;
29.
Baker's assistant;
30.
Canteen assistant;
31.
Maintenance assistant
The training of maintenance assistant consists of 3 components, chosen from 5 different trainings, that contain the basis of wood, construction, horticulture, installation techniques and painting, completed with specific skills for the elementary maintenance of the interior and exterior.
A pupil that masters the skills of three of these components, obtains the certificate of maintenance assistant. These components are mentioned in the certificate.
The vocational skills, required for each of the trainings, are determined in the training profiles.
e.
Introduction
of Training Programmes
Introduction of training programmes in schools, mentioned in Article 8, starts from the school year 2002-2003 onwards. From the school year 2006-2007 onwards, no division or qualification from the old structure can be organised any longer. Pupils who started training in the extinguishing system of occupational fields, divisions and qualifications, can finish this training in that system.
During the qualification phase, practical trainings are organised.
The stipulations with regard to the organisation of the school year do not apply to the working experience during the integration phase, depending on the sector in question.
The class council, assisted by the institution charged with the guidance, decides on:
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The admission of a pupil to a form of training;
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The transition of a pupil to another training or to another form in the course of the year;
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The exemption of a pupil for one or more forms;
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The admission to attend the alternating vocational training of a pupil that has not obtained a certificate of training form three;
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The duration of the observation phase, depending on the pupil
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The admission of a pupil to the qualification test.
The decisions of the class council have to be motivated.
At the end of the qualification phase, the class council gives a motivated advice to the qualification commission on whether a pupil should be admitted or not to the qualification test.
The exemption(s) for one or more forms cannot lead to the fact that the pupil finishes his education in training form three before the age of 18.
The reduction of the course duration cannot lead to the fact that the training after the first year of secondary education consists of less than four school years. For the calculation of these four school years, the duration of possible exemptions is fully taken into account.
Pupils in the qualification phase must have followed at least two school years in the same training.
f.
Study Ratification
When a pupil has followed the training, the qualification commission decides on:
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The presentation of the certificate of the training;
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The presentation of a certificate of acquired skills for a complete unit within training, that leads to real employability in the labour market. The acquired skills are deduced from the training profile.
The pupil, not qualified for the certificate, receives an attestation.
The pupil, who has successfully passed alternating vocational training, receives a certificate of alternating vocational training from the guidance team.
A pupil who has not successfully passed the alternating vocational training or who has prematurely finished the training, is entitled to an attestation.
A pupil who has not obtained a certificate during the training, and is still admitted to attend the alternating vocational training, can pass the qualification test before the qualification commission at the end of the school year and obtain a certificate, if the class council considers the working experience to be sufficiently alternating with the basic training attended.
The pupil, who succeeds, receives the certificate of the training for which he has already received an attestation.
It is the qualification commission who presents the certificate of training, on the basis of the evaluation by the class council.
The presentation of the certificate of alternating vocational training is realised on the basis of the evaluation by the class council, in consultation with the working experience company.
Only the regular pupils qualify for the ratification of the studies.
The qualification commission consists of the principal or his delegate, of members of the teaching staff and of experts in the domain of the qualification that has to be assessed, of whom the number may not exceed the number of teachers.
The school principal or his delegate presides the qualification commission.
The experts are appointed by the organising body or its delegate in the course of the school year.
During the integration phase, the pupil is guided by a guidance team.
The guidance team consists of permanent members and assigned members. The permanent members belong to the educational institution and are also members of the class council. The assigned members are external persons from the business world, social organisations or are other experts who can guide the pupil in a meaningful way.
The school principal or his delegate leads the guidance team.
The certificates and the minutes are signed by all the commission members.