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COMPLETE NATIONAL OVERVIEW
Legal System
Early Childhood Education
The Ministry of Education has created in May 1998 a new class for children of the age of three, in order to facilitate the process of socialisation and integration (especially of migrants)
This early childhood education lasts one year and is not compulsory.
Compulsary School
Pre-School Education
The most important regulations for pre-school education are:
- the bill of August 5th 1963 organizing pre-school education
- the grand-ducal regulations of September 23rd 1964 and of October 22nd 1976 making compulsory the organisation of pre-school education and the grand-ducal regulation of September 2nd 1992.
In accordance with the Grand-Ducal Regulation of September the 2nd, 1992, pre-school education is compulsory for 4 years old children. Most pre-school institutions are under the responsibility of the communes. No more than 1% are run privately. They are mostly attached to primary schools. Pre-school education is expected to foster the physical, intellectual and social development of the children and to prepare them for entry into primary school.
Primary Education
The basic law on primary education dates back to August 10th 1912. Primary Education covers a period of six years and is controlled by the Ministry of Education (by the inspectors of primary education). Although the “philosophy” of primary education in Luxembourg is not really different from other EU Member States, teaching methods are unique because of the linguistic particularity of our country, where three languages are used.
Teaching in primary schools starts with Luxemburgish, which children speak at home, as well as German, a foreign language which becomes the teaching language for practically all subjects in the primary school. French which is also taught as a foreign language starts towards the middle of the second school year. Luxemburgish continues to be used in parallel to German and French.
Post-Primary Education
Pupils must attend some form of full-time secondary education for at least three years after completing six years of primary education covering the range 12 to 15.
There are different kinds of education streams after the basic primary education:
A.) Technical secondary education:
Technical secondary education has been initially created by the law of May 21st 1979, which has been modified by the act of September 4th 1990. Technical secondary education comprises three stages:
- inferior stage
- intermediate stage
- upper stage
The inferior stage completes compulsory education and lasts 3 years. It should allow pupils to deepen their general training and to prepare them for working life in accordance with their abilities.
B.) General secondary education:
The structure of general secondary education is the following:
- lower stage: the first three years
- upper stage: the following four years
Transition Period
“Action locale pour jeunes” (“Local assistance for young people”) is part of the vocational training of the Ministry of Education. Its tasks are:
- To organise special measures in order to facilitate transition from school to work life (even before compulsory education is finished)
- To organise social and pedagogical help for young people in difficulties (when they are already working or when they follow vocational training)
Children with Special Needs
School law of 1912
Despite the institution of school obligation for all children, the law of August 10th, 1912, concerning the organisation of primary education excluded children “suffering from physical disabilities, except those, suffering from visual or hearing impairment.” Children suffering from mental disabilities were not admissible to school.
Law of Special Education of 1973
Changes occurred by the law of March 14th, 1973 by the creation of centres and services of Special Education. “The Government makes sure, that every child, because of his mental, sensorial and emotional particularities, gets the instruction required by his state or situation in structures of Special Education.”
According to children’s needs, the following centres were created:
a.) Pre-primary and primary centres and centres of professional training
b.) Children homes, boarding schools and reception houses
c.) Observation classes and centres
d.) Ambulatory resource centres
e.) Ambulatory education services
f.) Multidisciplinary medico-psycho-pedagogical services
This law allowed children with special needs to attend a special school, but not a mainstream school.
Law of school integration
Finally the law of June 28th, 1994 changed and completed:
a.) the law of August 10th, 1912 concerning the organisation of primary education
b.) the law of March 14th, 1973 creating institutions and services of Special Education
in favour of the participation of children with special needs in mainstream schools and of their social integration.
After advice by the “Commission Medico-Psycho-Pédagogique Nationale” and consultation of the child’s parents, the minister can exclude from school attendance a pupil because of severe reasons.
“The Government makes sure that every child of school obligation age, who cannot follow ordinary or special education because of his mental, emotional, sensorial and motor particularities and who has special needs, gets:
- appropriate instruction in a centre or institution of Special Education or
- individual help and support by a service of Special Education in the mainstream pre-primary
or primary schools.”
Pupils, suffering from a handicap, can benefit from support services of Special Education, when frequenting primary or secondary school.
The “Commission medico-psycho-pédagogique Nationale” ensures a child is examined by experts. This same board selects one or more qualified persons in order to hear the parents’ or the responsible person’s opinion about the optimal education for the child.
These qualified persons give the board a report on the results obtained. The board makes proposals of orientation for the child in consideration of these reports. These proposals are passed onto the parents or the responsible person, who can decide among these possibilities.
The parents’ decision must be taken in the 2 months following the proposal. If after this delay parents don’t have taken any decision, the child can be admitted in an institution or service of Special Education by decision of the minister.
Financing
Early Intervention
There are 3 services of early intervention in Luxembourg:
- the « Service de Rééducation Précoce »
- the service « Hellef fir de Puppelchen »
which are both financed by the Ministry of Health
- the “Service d’Intervention Précoce Orthopédagogique”
which is financed by the Ministry of Family
Early intervention is free of charges for families.
Early Childhood Education
Early childhood education is offered by public institutions and is free of charges.
Compulsory School
Public education is free of charge. The costs are paid by the public budget.
Primary education:
Municipal authorities pay books and all other equipment.
The act of 14 July 1986 provides for payment of an allowance for school children.
School transports are free of charge.
The budget of pre-primary and primary education is covered by the Ministry of Education and by the municipalities.
Post-primary education:
The Ministry of Education grants pupils and students financial assistance, which is based on social criteria and on the pupil’s results at school.
The budget and the administration of post-primary education are under the competence of National Education.
Special Needs Education
Special education is organised and managed by the Ministry of Education (service of special education) and is free of charge. The government provides the equipment and the didactic material and organises the school transport.
Financial Help for Families with Children with Special Needs
Additional Child Benefit
Each child younger than 18 years, who has a handicap of at least 50% of his/her physical or mental abilities, is entitled to get this special allocation. This additional benefit continues for every person who is unable to cover his/her needs and who doesn’t get the RMG (minimal guarantied salary) or doesn’t have a salary.
Educational Benefit
For each child getting the additional child benefit, the educational allocation to the parents is maintained until the child is 4 years old, instead of 2.
Dependence Insurance
The dependence insurance finances help and care for persons who are dependant in the following fields:
- assistance in basic acts of life
- assistance in domestic tasks
- support activities
- advices
- products necessary for assistance and care
- technical aids
- adaptation of accommodation
A person is considered as dependant if he/she, because of a disease or a physical, psychical or mental handicap, needs regularly help of someone else for the basic acts of living. To specify the degree of dependence of children, the additional needs compared to children of the same age are considered.
Identification of Special Needs
Early Intervention
Once the evaluation of a child’s problems has been made in the hospital, his/her parents are directed to Social Security, where they are informed about their rights: double family allowance, more paid free days, tax reduction etc.
The child can stay for a certain time at the hospital, where early intervention may begin. When he/she comes home, a team from a medical organisation (hospital, centre for rehabilitation, association of early intervention) takes responsibility for the child. At the age of 4 years, the child will be enrolled into an educational organisation.
There are several services responsible for children with special needs during early childhood: there are services of functional or pedagogical re-education.
Le Service de Reeducation Precoce
Early re-education is a method of systematized apprenticeship, where the development of the different functions like mobility, perception and communication through language and thinking, are learned and trained step by step, in sequences defined in a programme of re-education.
The development of each child is a unique and complex event, which deeply determines the global personality of the child. The re-education involves the whole child: his behaviour, feelings and thoughts.
The “Service de Rééducation Précoce” gather different specialists (doctors and paramedical personnel), responsible for babies and children from 0-4 years, presenting one ore more problems:
- motor difficulties
- sensorial difficulties
- behavioural difficulties
- developmental difficulties
- communication and language problems
The team of specialists is composed of:
- paediatrician
- physiotherapist
- speech therapist
- occupational therapist
- pedagogues
- psychologist
They assume paramedical treatments and social-educational responsibility.
Address: SERVICE DE RE-EDUCATION PRECOCE
8, Place Verte
L-8159 Bridel
Phone : ++352/ 251030
E-mail : srp@iha.lu
Le Service d'Intervention Précoce Orthopédagogique (SIPO)
The aim of this service, created in 1980, is to offer to babies and young children with special needs, a pedagogical stimulation within the family setting. This pedagogical assistance involves a strong collaboration between the parents and the service. The SIPO gives educational and practical advice to the parents.
Early intervention is addressed to children (from 0-6 years) showing developmental problems or deficiencies in one or more fields (motility, behaviour, language, perception)
Address: SERVICE D’INTERVENTION PRECOCE ORTHOPEDAGOGIQUE
60, Avenue de la Faïencerie
L-1510 Luxembourg
Phone : ++352/ 447171
E-mail : info@sipo.lu
Web site : http://www.sipo.lu
Hellef Fir de Puppelchen (ASBL)
This service operates in the same way as the “Service de Rééducation Précoce”(SRP).
Both of these services depend from the Ministry of Health. The service Hellef fir de Puppelchen takes charge of children with special needs from the south and the east of the country and the SRP children from the centre and the north.
In the service Hellef fir de Puppelchen is working a multidisciplinary team (specialist paediatrician, speech therapist, psychologist, physiotherapist, occupational therapist, specialised pedagogue)
This service offers motor and pedagogical stimulation in the families’ home or in the centre depending on the availability and the needs of the parents.
Address: SERVICE “HELLEF FIR DE PUPPELCHEN”
9, rue Victor Hugo
L-4140 Esch/Alzette
Phone: ++352/ 546677
++352/ 545544
E-mail: josiane.bechet@handitel.lu
Groupement d'Etude et d'Aide au Developpement de l'Enfant (GEADE)
This team of professionals offers its help to children and their parents.
The aim is to reduce and improve as early as possible (between 0 and 4 years) development problems related to the social and familiar environment of the child.
Game-groups (Benjamin Club) with educational animation are offered.
Address: G.E.A.D.E.
B.P. 268
L-9003 Ettelbrück
Phone: ++352/ 811298
E-mail: benjamin-club@education.lu
Web site: http://www.benjamin-club.lu
Service d'Education Precoce du Centre de Logopedie
A service of early intervention, designated to children from 2-4 years and focusing upon speech and/or hearing problems operates in the “Centre de Logopédie”. Parents can contact the responsible person of the service at the “Centre de Logopédie” and make an appointment.
Address: CENTRE DE LOGOPEDIE
Val St. André
L-1128 Luxembourg
Phone : ++ 352/ 445565-1
E-mail : admin@logopedie.lu
Web site: http://www.restena.lu/logo/
Compulsory Schooling
Parents, inspectors of primary education and teachers are invited to identify and report children with special needs to the Commission medico-psycho-pédagogique nationale (CMPPN).
The organisation of the participation of children with special needs in mainstream schools involves a functional diagnostic assessment based on multi-disciplinary observations allowing the establishment of an individual educational plan for each child. The educational staffs elaborate upon this plan: The teacher, the educationalist and each concerned person in collaboration with the parents and approved by the inspector of the resort.
To allow the child with a special need to develop properly, a re-examination of the individual educational plan can be asked for by each concerned person during the school year.
General attributions of the CMPPN:
- advise the minister of National Education in taking decisions in favour of children with pedagogical, intellectual, emotional, sensory and social problems, who have difficulties in pre-primary, primary, as well as in Special Education
- make sure that children with special needs are detected in pre-primary and primary education
- assist each person, responsible for a child with special needs
- recommend preventive measures and pedagogical assistance for children having learning difficulties
The CMPPN:
Develops for each identified child a file containing the following information:
-reports, giving information about the eventual specific problem (established by specialists)
-a final psychological report, established by a member of the “Service de Guidance (SGE)” or by a psychologist of a centre of special education
-reports, established by services, who took in charge the child before his schooling
- a pedagogical report, established by a pedagogue of the “Service Ré-Educatif Ambulatoire (SREA)”, giving information about learning possibilities and eventual measures of assistance to envisage
- a report of a social assistant of the concerned social service
- a report, established by a member of the services of Special Education , giving information about the parents’ opinion
- a school evaluation developed under the responsibility of the inspector
Makes a proposal regarding schooling;
Transmits this proposal to the parents or the person responsible for the child, who take the decision of schooling;
Receives the demand of transfer to a pre-primary, primary or special school of a child visiting a class of Special Education;
Gives advice in case of prolongation of the child’s school-time exceeding school obligation and in case of demands of dispensation of school obligation for health reasons.
Transition Period
The service of handicapped workers (Service des Travailleurs Handicapés: STH), depending from the Ministry of Work, is a service specialised in the professional orientation of people with special needs
The aim of this service is:
-vocational training
-job finding
-re-education and professional integration
Each person with special needs may introduce a request to get the status of handicapped worker.
These persons have to fulfil the following conditions:
- to be registered at the service for handicapped workers at the administration of employment;
- to have a physical, mental, sensorial, psychological and/or psycho-social handicap;
- to be 15 years old;
- to have a capacity of work reduced at least for 30% because of a disease, an accident or natural causes.
A commission for professional orientation and reclassification (Commission d’orientation et de reclassement professionnel : COR)
- investigates the requests of recognition of the status of handicapped worker;
- decides on the recognition, the refusal or the withdrawal of the status.
When the status of handicapped worker is recognised, the director of the administration of employment, regarding the proposal of the COR , may fix the measures to be taken to facilitate the professional integration of people with special needs.
Special Needs Education within the Education System
Mainstream Schools
The law of June 28th, 1994 about school inclusion allows the participation of children with special needs in preschool, primary and post primary schools.
This law adds two new possibilities in schooling:
-Total inclusion of a child with special needs education in mainstream schools.
-Partial inclusion in a centre of special needs education and supplementary, for some activities, in a class of the ordinary school.
-The law of June 28th, 1994 stipulates that pupils with special needs education included in ordinary schools can benefit from support services. (SREA)
Early Years Education
The early childhood’s education begins at the age of three years and favours the development of language such as emotional, motor intellectual and social development.
There will be two qualified persons for each class, one teacher for preschool education and one educational professional.
This teamwork allows working in groups, differentiation of learning and facilitates as well the inclusion of children with special needs.
Compulsory Schooling
Pre-School Education:
Pre-school education lasts two years and is compulsory for four years old children. Pre-school education is expected to foster physical, intellectual and social development of children and to prepare them for entry into primary schools. Another goal is to compensate deficiencies from social background and to prevent school problems. Children with special needs integrated in pre-school classes can benefit from support of SREA.
Primary Education:
Primary education covers a period of six years. The program of primary education includes:
mathematics, languages (German, French, Luxemburgish), national history, geography, arts and music, physical education, introduction into informatics, religion. Teaching in primary schools starts of in Luxemburgish that children speak at home, as well as in German, a foreign language that becomes the teaching language for almost all subjects in primary school. French that is also taught as a foreign language starts towards the middle of the second school year. Luxemburgish continues to be used in parallel to German and French.
Post-Primary Education:
Pupils must attend secondary education for at least three years to complete compulsory schooling. There are different kinds of educational streams after basic primary education: (A) Technical secondary education and (B) General secondary education.
A) Technical secondary education is divided in three stages:
- Inferior stage
- Intermediate and
- Upper stage, which consist in three separate sections:
a.) the vocational section
b.) technician training courses
c.) the technical section
The Inferior stage completes compulsory education and lasts 3 years (7th, 8th and 9th class)
It should allow pupils to deepen their general training and to prepare them for further schooling or for working in accordance with their abilities. The completion of the 9th class will allow pupils to start an apprenticeship. The decision to continue their studies in the intermediate stage is taken by a class council and depends on the performances in the 9th class.
The Preparatory Stream:
The preparatory stream gives the pupil the opportunity to be admitted:
- either to the classes of the inferior stage or to the vocational section of the intermediate stage;
- either to enter a vocational training.
The form of teaching is based on a modular scheme in groups of different levels.
For many pupils this stream offers an opportunity to enter a vocational training.
Classes of Fundamental Teaching:
Within the preparatory stream, classes of fundamental teaching were founded in order to support the educational needs of children with learning difficulties. Children with special needs education are mostly included in these classes or in other classes of the preparatory stream.
B.) The structure of general secondary education will be the following:
- lower stage: the first 3 years (7e, 6e, 5e), which complete the compulsory schooling;
- upper stage: the following four years (4e, 3e, 2e, 1e).
After the “orientation class” (class of 7e), pupils have to choose between classical education (including Latin as a third language) and modern education (with English as a third language). The basic program is however the same for both orientations. Pupils having chosen Latin as a third language will start studying English only one year later (class of 5e).
Transition Period
Pupils who attended the preparatory stream of the technical secondary school mostly continue their studies in a vocational section, which offers the possibility of professional accreditation.
There are three levels of accreditation:
CCM (Certificate of manual abilities);
CITP (Certificate of technical and professional initiation);
CATP (Certificate of technical and professional abilities).
The training program includes:
1. practical work in a company;
2. vocational training in school;
3. theoretical training of the profession.
ALJ – Local assistance for young people
The “Local assistance for young people” is a part of the department of vocational training of the Ministry of Education.
Its tasks are:
- to organise special measures in order to facilitate transition from school to work
- to find those youngsters who might deserve help of the “Local assistance”
- to organise social and pedagogical help for young people in difficulties, when they
are already working or when they follow vocational training.
Web site: http://www.alj.lu
CNFPC – National Centre of continuing education
The CNFPC offers classes of vocational training in many different fields. It is intended for young people (15 – 16 years) and for adults of any age.
One of the main missions is to offer a continuing education in vocational training for unemployed people. During this training, youngsters and adults do apprenticeships in different firms.
Web site: http://www.cnfpc.lu
Special Education Services
Compulsory Schooling
The law of March 14th, 1973, creating services and institutions of Special Education, foresees that the Government ensures that every child because of his or her intellectual, sensory and emotional particular needs receives within the structures of Special Education the instruction required to meet his/her needs or situation. The Minister of National Education is responsible for the educational aspect; the Minister of Public Health for the medical aspect and the Minister of Family for social aspect of Special Education.
According to educational needs, the following support structures have been created:
a.) an ambulatory resource centre
b.) special regional schools and specific institution
c.) multidisciplinary medico-psycho-pedagogical services
The Minister of National Education assumes the responsibility for these structures.
Direction of Special Education
Director: Marianne Vouel
Address: 34, Avenue de la Porte Neuve
L-2227 Luxembourg
Phone : + 352/478-5175
Fax : + 352/460105
Web: http://www.ediff.lu
For every child receiving support within the structures of Special Education, the ministerial order of May 2nd 1991 foresees the establishment of an individual educational plan including the following psycho-pedagogical aspects:
1. personal independence;
2. communication;
3. basic school learning;
4. cultural apprenticeship;
5. psychomotor education;
6. social health and hygiene;
7. affective and social development;
8. personal responsibility;
9. initiation to professional life;
10. spare time activities.
The individual education plan aims to:
- advise the educational and pedagogical work in general;
- inform the parents about the principle educational options;
- permit an approximate evaluation of the child’s progression.
The Specialised Institutions:
Institut pouf Infirmes Moteurs Cerebraux (IMC):
This institution receives children with all sorts of loss, diminution or perturbation of one or more motor functions as a result of encephalic injury. The institution includes a school and a home section together with a section of re-education, a section of home intervention and a medical service.
Address: Val St. André
L-1128 Luxembourg
Phone : ++352/ 446565-1
E-mail : imc@ediff.lu
Institut pour Deficients Visuels (IDV):
This institution was created in 1975. Within the framework of Special Education, the IDV has been transformed progressively into:
- a centre of production and management of didactic and technological materials adapted to the needs of low vision persons
- a training centre for locomotion and daily independence
- a centre of education, training and assistance, offering structures necessary for family, school, profession and society integration for blind persons in Luxembourg
Address: 17A, route de Longwy
L-8080 Bertrange
Phone : ++352/ 454306-1
E-mail : idv@ediff.lu
Web site : http://www.socialnet.lu/org/idv/idvhome.html
Institut pour Enfants Autistiques et Psychotiques:
This institution provides education, training, speech and psychomotor re-education for children and adolescents suffering from autism and psychosis.
Address: 15, rue de Cessange
L-3347 Leudelange
Phone : ++352/ 378524
E-mail : ieap@ediff.lu
Centre de Logopedie:
This institution is a school for children who are deaf or hard of hearing, or children with speech difficulties.
The institution includes:
a.) a main establishment with pre-primary, primary and post-primary classes or groups, professional training classes or courses, a boarding school;
b.) pre-primary, primary and post-primary classes or groups in different regions of the country;
c.) regional courses are organised ambulatory.
This institution admits children in different sections i.e. those who:
- are deaf;
- are hard of hearing;
- have speech difficulties.
Address: Val St André
L-1128 Luxembourg
Phone : ++352/ 445565-1
E-mail : admin@logopedie.lu
Web site: http://www.restena.lu/logo/
Centre d'Integration Scolaire:
This centre receives children of school age, presenting behavioural problems, for example aggressiveness, self-withdrawal, refusal to learn, difficulties in adapting to a group. The educational action is individualised and usually actively involves the parents.
Address: 70, rue Verte
L-2667 Luxembourg
Phone : ++352/ 480896
Web site: http://www.ediff.lu
Centre d'Observation de Olm:
This centre focuses upon observation and provision for children from 4 to 15 years with behavioural troubles. The aim of the centre is the reintegration of the chid back into the same structure they had to leave because of their problems.
Address: 5, rue Eisenhower
L-8321 Olm
Phone: ++352/ 305495
Web site: http://www.ediff.lu
Les Centres d'Education Differenciee Regionaux:
These centres receive children of compulsory age and with various difficulties – essentially children affected by intellectual handicaps. There are 11 regional centres in Luxembourg. The addresses can be found at the web site: http://www.ediff.lu
Transition Period
Les Centres de Propedeutique Professionnelle:
The centres of special education in Clervaux, Walferdange and Warken also have structures for professional training.
These centres promote the professional training of young disabled people after compulsory schooling. These centres can include:
a.) sections of initiation, orientation and professional training, offering a theoretical and practical training in different specialities such as wood-work, metal-work, boarding, painting, cooking, house-keeping, gardening;
b.) a service that assures integration (if possible) and guidance for the young persons leaving the centre;
c.) a service of re-education.
Structures de Travail (Working Structrues)
Centre de Readaptation de Capellen (Fondation Ligue HMC):
This centre created in 1969, aims to help intellectually and cerebrally disabled children, adolescents and adults. It is one of the oldest in Luxembourg. Students coming from regional centres of special education are prepared here for professional life.
This centre includes:
- a service for observation;
- groups for professional development and training;
- protected workshops;
- therapeutic and occupational groups;
- a fruit-cooperation.
Address: 82, route d’Arlon
L-8311 Capellen
Phone: ++352/ 309232-1
E-mail: direction-secretariat@ligue-hmc.lu
Web site: http://www.ligue-hmc.lu
Centre de Readaptation Professionnelle pour Handicapes Physiques - Centre Emile Mayrisch Fondation IMC Kraizbierg:
The centre receives young physically disabled people as regular students to give them a professional training in the fields of:
- accountancy and administration;
- special techniques of printing;
- horticulture.
Address: Route de Zoufftgen
L-3598 Dudelange
Phone : ++352/ 524352-1
E-mail : direction@kraizbierg.lu
Web site: http://www.kraizbierg.lu
Centre A.P.E.M.H. Domaine due Chateau
The association of parents of intellectually disabled children (APEMH) offers within its institutions the possibility for training, working and living.
Address: 10, rue du Château
L-4976 Bettange-sur-Mess
Phone : ++352/ 379191-1
E-mail : formation.travail@apemh.lu
Web site: http://www.apemh.lu
Co-operation with other Services
Service de Guidance de l'Enfance (Guidance Service for Children):
On June 19th 1990 a guidance service for children in the frame of Special Education was created. This service offers its help to children who, because of educational, psychological, psychosomatic, mental or neurological troubles have development and self-fulfilment problems. The service offers consultations and takes responsibility for the child and its environment.
Address: 17A, route de Longwy
L-8080 Bertrange
Phone : ++352/ 264444-2
E-mail : sge@ediff.lu
Web site: http://www.ediff.lu
Service Re-educatif Ambulatoire:
According to the law of June 1994 on school integration for children with special needs this service was created by Grand-ducal order on January 9th 1998.
This service is responsible for:
-Children integrated into mainstream schools of pre-primary, primary and post-primary education with special education needs (learning disabilities, mental particularities, behavioural particularities, sensory particularities, motor particularities);
-Parents who ask for advice and support;
-Teachers who ask for special help such as support teaching and special didactic materials.
The working methods are multiple and can be organised as assistance in the classroom or as an individual intervention outside the classroom:
- psycho pedagogical re-education for children with learning difficulties;
- responsibility for ill children to avoid learning difficulties because of a long stay in
hospital;
- other specific interventions are assured by the different professionals.
For every child, an individual educational plan is established in collaboration with:
- the teacher of the class;
- the person responsible for the child;
- other concerned persons
The Team
The interventions of the SREA are organised in collaboration with the professionals of the team under the co-ordination of the person responsible for that sector of education.
The team of each sector includes:
- person responsible for the sector;
- educationalists;
- specialised teacher;
- physiotherapist;
- remedial teacher;
- speech therapist;
- pedagogues;
- teacher of logopaedics (hearing impairment);
- motor therapist.
Address: 17A, route de Longwy
L-8080 Bertrange
Phone : ++352/ 264444-1
E-mail : srea@ediff.lu
Web site : http://www.srea.lu
Teacher Training - Basic and Specialist Training
Basic Training
With the academic year 2005/2006, teacher training is offered by the University of Luxembourg, Faculty of Arts, Social and Educational Sciences. The studies aspire to train teachers for early years education, primary and pre-primary schools, the preparatory stream of technical secondary school and for special needs education. The certification is a “professional bachelor in educational sciences”.
Admission conditions:
- The candidates must have a Luxembourg’s or an international “baccalaureate” (school leaving examinations leading to university entrance qualification), or an equivalent certificate.
- The access to the studies is regulated by a competitive examination.
Aims of the training:
The aim of teacher training is reconsidered according to the following aspects:
- “learning to learn” instead of “teaching to teach”
- “a learning community” instead of “an isolated agent”
- “a responsible actor” instead of “a passive agent”
- “developing” instead of “reproducing”
Fields of training:
The training is based on 4 fields:
1. Multi-disciplinary learning:
Pedagogical, psychological, sociological and didactical dimensions.
2. Field of research:
Development of a research approach concerning practical experience.
acquiring methods and tools
3. Field of practice:
The new training aims to combine university studies and practices.
Thanks to practical periods, the student can develop professional competences.
4. Field of social and professional development:
Building up a professional identity by working on attitudes and behaviour.
Professional competences:
- Developing a professional approach;
- Assuming a role of social actor;
- Developing an ethic approach on teaching;
- Considering the diversity of the pupils;
- Promoting multi-linguistic identities;
- Planning and managing a class group;
- Exploiting the technologies of information and communication;
- Conceiving and guiding learning situations;
- Valuing the progression and the degree of competence acquisition.
Remedial Teacher Training
The training of remedial teachers is not offered in Luxembourg:
The initial training of all teachers contains elements of special pedagogy.Persons who are interested in a specialisation can follow training in Germany or Switzerland. For more information, see the National Overview of Germany or Switzerland.
Development of Integration/Inclusion
Views of Inclusion
The aim of integration is the acceptance of each person in his/her own environment, which then allows him/her to participate as a full member of society.
In accordance with the ministerial directive of November the 4th, 1991 concerning the school integration of SEN children, integration must be understood as a means to guarantee the fulfilment of potential of children with special needs. The future aim is integration into society. The right of instruction and education includes the right for common instruction and education for all children.
The teachers of pre-primary, primary and post-primary classes and the professionals of the centres, institutions and services of Special Education are invited to establish, in line with the different educational standards, the necessary contacts to allow profitable exchanges in creating a school for all children.
The educational mission of school involves the bringing together and the mutual respect of all children in spite of their social, cultural, physical or intellectual differences.
The SEN child can and must learn in the context of daily, usual life, which offers him or her the best stimulation. The child learns through other children and thanks to other children.
Routes to Inclusion
School integration
The law of June 28th, 1994 changing and completing the law of August 10th, 1912 and modifying the law of March 14th, 1973 concerning the organisation of primary education and the creation of institutions and services of Special Education indicates that children with motor, sensory, intellectual and emotional difficulties of compulsory age may be integrated into mainstream schools.
The Government makes sure that every child of compulsory school age, who cannot follow mainstream or special education because of his or her intellectual, emotional, sensory and motor difficulties and who has special needs, gets
- appropriate instruction in a centre or institution of Special Education or
- individual help and support by a service of Special Education in mainstream pre-primary or primary schools.
Pupils with special educational needs can benefit from support services of Special Education, also when frequenting post-primary or post-secondary school.
In accordance with this law the “Service ré-éducatif ambulatoire (SREA)”, was created, which in agreement with the inspector of primary education and the local authorities or the concerned director of post-primary schools, organises the support for these children who, because of their intellectual, motor, sensory or emotional difficulties, have special needs and require specific pedagogical help during their school time.
The SREA is responsible for pupils with difficulties.
“The SREA elaborates and organises orthopedagogical measures and is responsible for remedial teaching in pre-primary, primary and post-primary schools, according to the propositions made by the “Commission medico-psycho-pédagogique Nationale (CMPPN)”.
This commission requires that experts examine a child. This same board selects one or more qualified persons in order to hear the parents’ views or the responsible persons’ opinion about the optimal education for the child. These qualified persons give the board a report on the results found. The board proposes options for the child in consideration of these reports. These proposals are communicated to the parents or the responsible person, who can decide between possibilities. The parents’ decision must be taken in the 2 months following the proposal. If after this time, the parents haven’t taken any decision, the child can be enrolled in an institution or service of Special Education by decision of the minister.
Quality Indicators for Special Needs Education
Legal disposition in the field entrust the government to organise, to control and to supervise the education.
The Charta of Luxembourg (November 1996) is presented under three headlines: principles, strategies and proposals.
In the field of the strategies following statements, which are taken into account in the appreciation and quality of education, are to be considered:
- a flexible education system;
- a positive holistic approach;
- an individual education programme which respects the needs, interests and wishes of the person and aims providing future autonomy;
- the rights of parents to choose the education they want for their child;
- precise and ongoing assessment at all levels, which addresses individual progress, class teamwork and global educational processes;
- information and communication technologies can eliminate barriers, provide access to education and training and to motivation and individualised learning;
- co-operation among those who provide for the needs of the child;
- professional networks and/or multidisciplinary teams;
- enhanced initial and in-service teacher training;
- the person with special needs in consultation with the parents/guardians is the main partner when making decisions;
- the national authorities should clearly define, improve, finance and implement the legislation which supports integration.
While national laws govern compulsory education, primary curricula are set up by the Ministry of Education and apply throughout the country.
The Ministry of Education controls primary education by the inspectors of primary education. On the local level (municipalities) control is done by the local “Commission scolaire”.
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