Development of inclusion - Slovenia

Development of inclusion 

Cooperation between regular schools and specialised institutions, where examples of good practice are present, has been established at the national level. Most commonly this applies to examples where there are units from schools offering the adapted programme. This form allows transfer between programmes, meaning that pupils with SEN integrated in a special unit attend special subjects at regular schools.

Within special institutions and schools with the adapted programme there is a mobile service provided by experts for disabilities. They are responsible for the provision of aid required to overcome deficiencies, barriers and disorders. Their job is to visit children, pupils and students at pre-school institutions and schools and provide them with additional professional support. They also offer advice to teachers and educators on the adjustments of school activities for each student.

During integration of pupils and youths with emotional and behavioural problems the Ministry of Education cooperates with the Ministry of Labour, Family and Social Affairs in the process of searching for the most suitable solution.

The Institute of Education of the Republic of Slovenia has an important role in the introduction of novelties and innovations in the field of pupils with SEN. Its mission is the management of projects and the introduction of innovations, which are transferred into practice following trials. One of the ongoing, recently launched projects is the experimental introduction of units for children with SEN suffering from autistic development disorder. Following the amendments of the Act on the Guidance of Children with Special Needs in 2007, the Centre for guidance also operates within the framework of the Institute. The Centre administers the operation of children with SEN guidance commissions which, on the basis of a completed medical examination, direct children to the most suitable education programme, specify the scope and form of the additional professional support and potential limitations for the number of children in groups/classes, and also inspect whether all staffing, spatial and material requirements for the education of children in schools and pre-school institutions have been provided for. The formal document, laying down the adjustments and additional support requirements, is called a guidance order.

Children and youths who suffer from severe development deficiencies and attend regular schools are provided with support offered by three consultation centres for children, youths and their parents. These centres offer an integral treatment of the child together with the family and, on the basis of a multi-disciplinary approach, advise schools and parents and/or provide the child with the corresponding treatment.

A significant role in the state has been entrusted to the specialised institutions for the deaf, the blind and persons with physical disabilities that, within the scope of their competences, provide mobile treatment of disabilities for children and youths. Their work includes training for teachers of groups that include a child/children or youth with a specific deficiency, barrier or disorder. Institutions for the deaf include well-developed health-care units which also provide treatment to children with complex or severe speech problems that are the result of an impaired development and require instant treatment.

Children with SEN who are in pre-school institutions, schools and special units within pre-school institutions, and suffer from more severe deficiencies, are provided with the assistance of different professionals (i.e.: defectologist, physiotherapist, work therapist) and occasional assistance from the speech and language expert and psychologist.

Children with SEN and youths who suffer from more or severe physical disabilities are provided with a permanent or occasional assistant to support their integration in education. The assistant is paid for by the Ministry of Education and Sport. An assistant to children with physical disabilities in pre-school education is provided for by the local community.

A regular/ full-time physical assistant is granted to children who require assistance during pre-school education, during the provision of compulsory or extended curriculum of single structure school or during organised educational activities in secondary schools.

Children with SEN, pupils and students included in regular schools or pre-school institutions are entitled to additional hours of professional help as prescribed in their guidance order. Additional hours are intended for overcoming the barriers, deficiencies and disorders (rehabilitation support) or can take the form of learning support with the aim of facilitating the learning in a specific subject.

In the school year 2006/2007 the Ministry of Education and Sport published the network of basic schools, meeting all the requirements concerning infrastructure adjustments for pupils with severe physical disabilities on wheel-chairs according to international standards.

In 2008 the rental of more complex technical aids for the blind pupils and children attending regular schools was organised. These aids assist the blind children and children with visual impairments to participate in the education process.

In practice, the blind children and children with visual impairments receive an increased amount of hours of professional assistance aiming to assist them with overcoming their deficiencies, barriers and/or disorders. The extended assistance is condensed and takes the form of a course provided by the main centre for education of the blind in Ljubljana. Exercises consist of different communication techniques, i.e. the use of Braille system for writing on a computer and the use of technical aids. In the field of orientation, activities comprise: exercises for improving movement in the nearer and the wider environment; training of other senses and activities for the acquisition of social skills and skills for day-to-day life.

The last amendments of the Regulations on standards and norms in basic schools permit schools to reduce the number of pupils in a class if the latter includes SEN pupils, according to the Children with SEN guidance commission. The number of pupils in a class is decided by the group of professionals at each school. If the decision of the group requires the formation of an additional class/group, the school must acquire approval from the Ministry of Education. Additional classes may only be formed at the beginning of the school year.