Following the independence of Cyprus in 1960, the first provision for learning disabled children was established with the introduction of a special class at a local elementary school. During the 1960’s and 1970’s special schools for the learning disabled were founded in all regions of Cyprus.
With the 1979 Special Education Law, the responsibility of providing special education schools for children between the ages of 5 and 18 years was taken by the State. This Law established regional multidisciplinary committees to review the cases of individual children referred for special education and recommended the most suitable educational placement for each child.
During the 1980’s, there was a trend toward the integration of children with special needs into mainstream schools. By the new millennium a balance began to emerge between mainstream placement and special schools. However, the practice of integration in Cyprus had no legislative foundation until the establishment of the Law for the Training and Education of Children with Special Needs 113(1)/1999.
The inclusion of children with special needs into mainstream education is a matter of major policy for the Ministry of Education and Culture that is in line with current international conventions and philosophical thought. The adoption of this policy has been accompanied by a change in the perceptions, beliefs and attitudes of society towards children with special needs whether they are in the education system or the community at large.
The Special Education Law 113(I)1999
The policy is expressed within the Special Education Law 113(I) of 1999, the Regulations for the Early Detection of Children with Special Needs 185(1)/2001 and the Regulations for the Training and Education of Children with Special Needs 186(1)/2001. These last two regulate the implementation of the new law as from September 2001.
The Law for the Education and Training of Children with Special Needs 113(1)/1999 is the legislative framework which regulates the detection of children with special educational needs; their assessment and the development of an individualized educational programme; their placement in the most appropriate educational setting with provision of both teachers and educational resources to meet their needs; and for the ongoing evaluation of the child’s progress.
According to the above mentioned Law, a child is considered to have special educational needs if he/she has a significantly greater difficulty in learning than the majority of children of a similar age or if a disability prevents or impedes him/her from using the standard educational facilities and resources available in mainstream schools.
Through the core articles of the law, the state undertakes the early detection of children with special needs from the age of three. It will conduct a full multidisciplinary team assessment and will also undertake to provide all the necessary measures in terms of curriculum adaptation, technical and staffing support for the effective education of the children within a mainstream setting.
Special educational services are provided free of charge by the State to those children in need of them between the ages of 3 and 18 years, (extension of education up to 21 years can be provided where it is deemed necessary).
Children with special needs are educated in public schools, which are equipped with the suitable infrastructure, according to the Law for special education. The majority of children with special educational needs are educated within the mainstream classroom.
Special educational provision may also be given in special units at mainstream schools. These children are assigned to a mainstream class with whom they will attend integrated lessons and participate in celebratory or festive events.
Children with severe difficulties are educated in special schools, which are equipped with the appropriate staff (psychologists, speech therapists, doctors, physiotherapists and other specialists as well as auxiliary staff) in order to support and provide essential means to achieve their mission.
If children with special needs, due to health or other problems, cannot attend school for a long period of time, education may be provided to them in places other than the public or special school.
The key elements of the law are:
1. The defining for each individual child of what special education is for him/her, the process for its implementation and the place where it should take place (mainstream school, special unit or special school).
2. The establishment of Committees for Special Education (Central Committee, District Committees, Board for Special Education and Training).
3. The development of a mechanism for recognizing children with special needs.
4. The reduction of the total number of students within a class where a child or children with special needs is/are placed.
5. The development and implementation of assessment procedures for every child with special needs.
6. The recruitment of coordinating officers to coordinate and oversee the implementation of the special educational program recommended for each child.
7. The differential assessment of the educational progress of children with special needs according to their individual differences.
8. The right of parents to appeal against the decision of the Committee for Special Education.
9. The provision of placements for those children in need of special education, in mainstream classrooms, special units within mainstream schools or in public schools for special education according to their individually assessed needs.
10. The legal framework for the functioning of private schools for special education.
11. The establishment of a coordinating special education services committee (Caretaker Committee).
Special educational provision can be made in any of the state school education levels. Hence pre school institutions, elementary schools, gymnasium (lower high schools), lyceum (upper high school) and technical schools) must provide adaptations and facilities for children with special needs. As the compulsory age for mainstream education is up to 15 years the lyceum schools currently only provide adaptations for access to the standard curriculum, e.g. for pupils with mobility problems, sensory disabilities etc.
Where a special educator is part of the child’s education, they must cooperate and interact with the classroom teacher of the child in the development and delivery of an individualized education programme for the child.
Unless there exist exceptional circumstances these services should be provided within a class of the child’s local school that should be provided with all necessary adaptations and resources. Where full school attendance in a mainstream classroom is not appropriate for the child’s needs special tuition in a resource room for a specified period of the day may be prescribed or the attendance at a special unit within a mainstream school. Special units provide more intensive special education to a small number of pupils (usually up to 6 children) in a classroom whilst maintaining contact and integration with a specific reference class of the school. Where none of these adaptations are suitable to the needs of the child attendance at a special school may be specified.
Currently there are 6 regional special schools for children with severe learning difficulties, 1 school for children with emotional and behavioural difficulties, 1 school for children with visual impairments and 1 for children with hearing impairments. The last two schools provide services to children with visual or hearing impairments that are integrated into mainstream schools and also to adults requiring specialist assistance or guidance. Special educators are also provided to non-governmental institutions providing specialist services to distinct groups of children e.g. those with multiple or severe physically handicap. Services are also provided to children who are in hospital for a significant period of time or who, for medical or other reasons, must be educated at home.
