Special needs education within the education system - Switzerland

Introduction

Compulsory education in Switzerland totals 9 years. For detailed information regarding the organisation of mainstream educational services in Switzerland, see http://www.educa.ch/dyn/14.asp

The cantons (provinces) are responsible for the organisation of special needs education, as they are for education in general. There are special forms of schooling for pupils, who cannot meet the usual school standards or who need special educational programmes to do so. Compulsory education applies also to pupils with visual impairments, hearing impairments, physical disabilities, learning disabilities, mental retardation, speech disorders, and behavioural disorders.

Phases of education

Early Childhood Intervention

Early Childhood Intervention in Switzerland is mostly family-based. Measures can start at birth or in the very first years, before the child starts school. The early intervention specialist comes either to the home of the child, or the parents bring the child to the early intervention service. Partly, they work with small groups of children. In addition, children with more severe problems can receive in-house care in a specialised institution (boarding house) on a temporary basis or for a longer time.

There are over 100 early intervention services ensuring  complete coverage of the country. Mostly, they are generalists experienced in dealing with different problems. In addition, there are some institutions specialised in certain impairments. In recent years, the number of freelance early intervention specialists has increased.

Early intervention services are partly under private law (e.g. parents associations), partly under public law (e.g. community or canton).

Special needs kindergarten

A proportion of children presenting developmental delays attend a special needs kindergarten or a kindergarten for children with speech problems. There are, however, regional differences. A large number of these provisions are located in larger cities. In principle, special needs kindergartens prepare children for special schools. They accept children aged 4-7 years.

Integration

Some children receiving early intervention attend a mainstream kindergarten, accompanied by an early intervention specialist who mainly works in the domestic environment of the child with occasional visits to the kindergarten. The integration into mainstream kindergarten depends to a large extent on the legal basis within the canton.

«Basisstufe» (transition from kindergarten to primary school)

The introduction of a new provision for the transition from kindergarten to primary school is a challenge for professionals dealing with young children.
In the «Basisstufe» children aged 4 to 8 are taught together in one class. They can be in this provision for 3-5 years.
At present, introductory classes are available in different pilot projects in public schools; private schools offer this provision already.

Compulsory Schooling ISCED 1+2

Special needs education consists of special schools and special classes, which are linked to mainstream school. There is also integrated schooling, with or without support from a special school.

Special schools

There are special schools for

• pupils with mental impairments
• pupils with physical impairments
• pupils with severe behavioural disorders
• pupils with hearing, speech, visual impairments
• chronically ill pupils (hospital schools)

The number of pupils in special schools has increased in the last 2-3 years.

Special classes

This provision of special needs education is linked to mainstream school (e.g. the classes are in the same building as mainstream classes and under the same administration).

• Kleinklassen at the primary level (usually not more than 14 pupils, adapted curriculum)
• Werkklassen / Werkjahr at the lower secondary level (practical classes, reduced curriculum)

Note: Until 2004, the proportion of pupils in special classes has constantly risen. These classes consist of a substantial proportion of pupils with behavioural problems and pupils with learning difficulties. Since 2005,  the number of pupils in special classes is fewer. The number of pupils who benefit from individual measures by visiting services has risen as well.

Integrated schooling

Integration is still quite rare for pupils with more severe disabilities. There are models usually linked to a special school. The pupil remains administratively in the special school.

Integration is an alternative to special classes for pupils with less severe disabilities

Note: In integrated schooling, the pupil has either an individual education programme for all disciplines or for 1-2 disciplines only.

Individual measures

These provisions are offered by visiting services, mostly in integrative settings within mainstream school. Most frequently used provisions are speech therapy, treatment of dyslexia and psychomotor therapy.

The proportion of female pupils in special needs classes is 37.1% and the proportion of pupils from ethnic minority groups is around 43.9% (2007/08) (Source: http://www.bfs.admin.ch/bfs/portal/de/index/themen/15/03/key/blank/obligatorische_r/uebersicht.html).

Transition period

In comparison with educational systems specialised in the primary school level and the secondary school level 'I' (obligatory education), the preparation for occupational learning as well as occupational training are less well developed in situations of disablement. The possibilities of post- training and occupational opportunities is differentiated according to the degree of disablement.

In regard to juveniles encountering difficulties at school and subsequent training, the legislation governing occupational training (BBG), dated 01 January 2004 provides the possibility of undertaking initial apprenticeship training of two years and receive a Swiss Federal Certificate in a variety of trades.There exist other provisions for juveniles who fail to satisfy the requirements of being awarded a Swiss Federal certification, for example practical training under the INSOS regulations.

Occupational Advisories

In all cases, the cantonal agencies for occupational advice, and in certain cases the Swiss federal state disablement insurance agencies for occupational advisories, represent the best resource for occupational choice. State disablement insurance advisories are to be provided by the Swiss cantonal disablement insurance agencies (IVG, art. 57d).

Pupils with special educational needs attending higher schools are mostly affected by physical impairments. They are normally integrated in mainstream schools.

History of special education in Switzerland

• First school for blind pupils in Zurich (1810)
• First school for deaf pupils in Yverdon (1811)
• First school for pupils with learning difficulties in La Chaux-de-Fonds (1882)
• The establishment of the Invalidity Insurance (1960; see 1. Law) facilitated the development of schools with special curricula
• 2008 special education is a complete part of the education system (see the Financing section)