SPECIAL NEEDS EDUCATION WITHIN THE EDUCATION SYSTEM

Mainstream School System
The State recognizes that all children have a right to an education appropriate to their needs. The State attempts to provide a legal framework where those with special educational requirements can receive, in the least restrictive environment, an education which meets their individual needs. It attempts to ensure through ongoing re-evaluation that the child’s educational program develops along with the child and that every effort for the least segregated educational setting is made.

Whilst the law is specifically for special educational needs, it has assisted in advancing the integration of special education into the mainstream of education. Whilst special education has its’ own legal framework special and mainstream education are part of one school system with common administrative procedures.

Special educators who are either fully assigned to mainstream schools, run special units at mainstream schools or are peripatetic, are considered part of the teaching staff of the school in much the same way as the music, physical education or art teacher.

Children, to whom special education and training has been determined, attend ordinary schools, special units or special schools with appropriate infrastructure, adopted to their own needs and to their individual program, which is setup by the Special Education Coordinators (SENCOs), in cooperation with the teachers and parents of the child.  The same officials supervise the child’s progress.

The majority of children with special needs attend mainstream schools and follow the normal curriculum, which may be adjusted to suit their particular needs. 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 program for the child. During the development of the child’s Individual Education Plan (I.E.P.) staff will make every effort to ensure that the child is fully involved in all school and class activities. The education team developing the I.E.P. will often determine what instructional methodology will be implemented for the child. Where a child requires individual assistance outside of his/her classroom, this is arranged so as not to restrict their access to all subjects of the curriculum.

With the introduction of the term “education and training” the 1999 law expands the concept of special education to include not only academic subjects but also areas of self-help skills, social skills, vocational training and anything that may assist the person in his/her holistic development.

Coordinators of special education (SENCOs or special needs advisers) offer guidance both in special schools as well as in mainstream schools.  These advisers work under the guidance of the inspector of special education, offering advice and support to special teachers, cooperating with teachers and administrators in ordinary schools and with other professionals. After assessment and diagnosis is made, special needs advisers visit both special as well as ordinary schools and offer advice and suggestions to school staff, parents and children.

Children attending special units within mainstream schools have the same school day as the mainstream school and, depending upon their individual needs, may spend the majority of lessons along with their reference class. They are assigned to a mainstream class with whom they will attend integrated lessons and participate in celebratory or festive events. The amount of time spent within the special unit is analogous with the level of learning difficulty that the child presents. This will also determine the amount of differentiation that the child’s personalized curriculum will have from that of his/her peer group. 

Within the secondary school system support is primarily in the form of additional language and numeric tuition. Where necessary, a child may be exempted from certain subjects. Children with special needs attending mainstream secondary schools will receive transition services designed for their age equivalent peers. This will normally consist of careers or further educational opportunities advice. Those with specific sensory disabilities will be given specialized assistance from the special schools.

The use of practical equipment and information technology is increasing continually in an effort to maximize learning. Hands on learning, visits and course trips are also an integral part of the tuition process.

Those attending technical schools are by definition in a vocational training environment.

Special School System
As the majority of children with special needs attend mainstream schools, those attending special schools present the greatest learning difficulties. Hence, the curriculum that children attending special schools follow contains a major element of self-help and independence skills, social and emotional skills development, recreational skills, communication skills and vocational training. Where a child can follow aspects of the mainstream curriculum this will be accommodated. Where a child presents a specific disability e.g. a visual, hearing or mobility impairment specific training and therapeutic interventions will be part of the curriculum. The prevailing philosophy is that the child should receive an education suited to his/her developmental needs.

All new special schools are obliged to be built within the bounds of a mainstream school and new and existing special schools must develop networks of contacts and joint activities with mainstream schools to minimize segregation. The schools for visual and hearing impaired children have a wide network of cooperation and support for children integrated into mainstream schools and most special schools have developed contacts and joint activities with local mainstream schools.

Special schools usually function with classes of no more than six children with much individual work.

Special schools for the learning disabled or those with emotional and behavioral problems also have pre-vocational and vocational training programs designed to assist the transition from school to work or from school to other vocational training authorities.  Many special schools maintain close links with non-governmental agencies providing vocational training programs to facilitate transition.