Development of inclusion - Estonia

Development of Integration/Inclusion

There is a clear movement from the disability-centred approach towards pedagogical specifications in legislation, the identification of special educational needs and the assessment of students with special educational needs.

The labelling terminology has been removed from the legislation. Medical diagnoses in the legislation on education are replaced with pedagogical ones in order to proceed from the abilities of a child and from adapting the study environment to the needs of every single child. In appointing a corrective study, medical diagnoses are replaced with pedagogical ones and in assessing the results of final examinations of basic school, the requirement for a result of a minimum 35% (out of 100%) as the pre-condition for passing an examination was established in the case of a child with special needs.

Evaluation is more flexible. When organising examinations, the special needs of a learner are taken into account. In evaluating students with special needs, a differentiated evaluation is applied that makes it possible to evaluate knowledge and skills according to the individual characteristics of a student. Students with special needs study in smaller classes, they have the right to adapt the physical environment according to their needs.

In conducting final examinations for graduation from basic school, the special needs of students and the aims set up in the curriculum are taken into account. Pupils who have studied according to the simplified curriculum do not perform state examinations (only school examinations). In a case where the pupil has studied according to the curriculum for students with moderate and severe learning difficulties, final examinations are not conducted.