SPECIAL NEEDS EDUCATION WITHIN THE EDUCATION SYSTEM

According to the Law on General Education special education is part of general education.

Pupils who require special organisation of learning environment, application of special methods of teaching and need additional pedagogical support are entitled to special education. Special education is provided for pupils with different kinds and degrees of disabilities.

Special education can be organised in different ways:

Pre-school education. Since 2002 pre-school education for 5-6 year old children is compulsory. Education for younger children is optional. The majority of these education institutions belong to the municipalities, some are privately owned. Usually children with special needs attend general groups but there is a number of special groups (329) and special pre-school institutions (38). The majority of pre-school age children who attend special groups or special pre-school institutions are children with speech and language development problems. Special support is offered to these children to develop their linguistic and communication skills. Normally a speech therapist and special education teachers are engaged to work with the children.
If a child shows any special needs the parents contact local municipality services to obtain information about what kind of support is available and where can they receive it. As stated previously the majority of pre-school institutions belong to municipalities and it is their responsibility to provide adequate support for the child and the family. If a pre-school institution decides to admit children with special needs it has to license a curriculum in the Ministry of Education and Science.

Mainstream settings. According to the Law on General Education all children should start school in the year when they become 7 years old. The compulsory education lasts for 9 years from Year 1 to Year 9.

The pupils with special needs can attend any educational institution his/her parents choose. The prerequisites for acquiring education in mainstream school are:
- licensed curriculum by MoES;
- support of specialists (special teachers, speech therapists, psychologist etc.)
- remedial instruction;
- smaller classes;
- communication support;
- adequate assessment.

There are special classes in mainstream schools for pupils with different disabilities and many pupils are integrated or included in mainstream settings. At present there is no precise data how many pupils with special educational needs are acquiring education in mainstream settings.

The regulations of the Cabinet of Ministers states how many pupils with special needs can be integrated or included in a mainstream class and how many pupils can be in such a class. Teacher assistants are provided for lessons where pupils with SEN are integrated.

To follow instruction during lessons every pupil with special needs, if it is necessary, has an individual curriculum or individual plan with stated aims and goals the pupil should reach.

After the completion of compulsory education the young person can choose how to continue his/her education. There are several possibilities:

- to attend vocational school;
- to attend vocational classes in special schools;
- to continue secondary education in mainstream schools.

The choice depends on abilities and the level of mental or intellectual development.

The possibility to receive education in the most appropriate educational institution is provided for each pupil with special needs by ensuring:
- help of qualified specialists;
- acquisition of academic knowledge;
- development of social and work skills;
- practical orientation in education;
- preparation for working life and integration into society;
- remedial instruction and rehabilitation.