Development of inclusion - Denmark

As mentioned earlier, teaching is fundamental in Danish primary and lower secondary schools. Each school is responsible for the variation in teaching methods, teaching materials, subjects etc. In order to meet each pupil’s needs and abilitites, the school principal ensures that each teacher provides adequate challenges to all pupils, irrespective of their varying capabilities and needs. Obligations concerning differentiated teaching concern pupils with special educational needs as well as all other pupils. The concept of differentiated teahing constitutes the overall framework and does not specify the actual measures adopted. In effect, the individual teacher is granted substantial autonomy in providing differentiated teaching.

If differentiated teaching is not sufficient, pupils can remain in a mainstream school class and receive special education in one or more subjects as a supplement to ordinary teaching. A pupil may receive special education to substitute participation in ordinary education in one or more subjects. Alternatively, teaching may be provided in a special class, either in mainstream or special settings. Finally, the pupil may attend either a mainstream school class or a special class and be taught in both types of classes.

A concrete assessment will decide whether a child’s development requires special consideration or support. Section 3 in the Act on the Folkeskole states that this decision must be made upon educational and psychological counselling and upon consultation of the pupil and his/her parents.

Teacher(s) in mainstream settings generally discover a given pupil’s special needs. The educational-psychological counselling services look into the nature of the needs and make proposals for remedying it. The school headteacher decides whether a pupil is referred to special education.