Where a child presents a specific disability e.g. a visual, hearing or mobility disorder specific training and therapeutic interventions will be part of the curriculum.

The individual needs of the child determine the instructional method that will be applicable to him/her. For the majority of children adaptations or minor adjustments to the subject content will allow the usual class group instruction to be effective. Some children will function more effectively in small groups or with individual tuition for core subjects and will learn adequately in a class situation in other subjects. Specialists such as speech therapists tend to work on an individual basis.

Assessment
Children in elementary schools are graded for internal purposes only. Those with special needs will be graded as per their peers though their individual needs will be considered.
In the secondary school setting special needs children will be graded as per their peers unless they have a dispensation from the District Committee for Special Education and Training. The committee can also give instructions for adjustments to evaluation materials and procedures that are usually designed to facilitate specific needs of the child e.g. visual deficits etc. The underlying philosophy is that a disability should not impede the expression of skill and that a grade obtained by a child with special needs should be comparable to that of peer of equal ability without special needs. The secondary school authorities are currently looking into the evaluation procedures for those children with learning difficulties who are unable to follow the usual curriculum.

Children attending special schools for the visually and hearing impaired are evaluated using criteria developed for their particular disabilities. Children attending other special schools are evaluated according to their progress in learning without a specific evaluation procedure.

Promotion
Children, including those with special needs, attending elementary schools are promoted from one grade to the next as a matter of course. Under exceptional circumstances a child may repeat the pre school year if he/she is deemed to be in need of more time to mature for the needs of the first grade. Similarly under exceptional circumstances a child may be required to repeat one grade of elementary school.

At the gymnasium, promotion from one grade to the next is based upon exam results. At present pupils with special needs who cannot undergo the examining procedures, can be classed as “attendees” and be promoted without examinations. With the development of a comprehensive assessment procedure for children with special needs in secondary education the situation should become clearer.

Certification
Children graduating from the gymnasium or the lyceum receive a leaving certificate based upon overall performance and examination results. For those children with special needs who have adaptations to exams that do not lower the examination content or standard, the certificate is as per their peers. Where adaptations significantly adjust the content or standard of the examination this will be noted on the certificate (e.g. where spelling is not considered in the marking process). Where a child does not take exams, an informal leaving certificate is issued.

Transition from school to work
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 specialised assistance from the special schools. These schools have vocational training programmes for students attending full time those schools.