LEGAL SYSTEM
The basic principle guiding all Swedish education from child care to the transition period is 'a school for all' - access to equivalent education for all. This means that pupils in need of special support should not be treated or defined as a group that is any different from other pupils and their rights are not stated separately. The obligation for schools to attend to all pupils needs is, however, emphasised.
For all pupils in need of special support, an action plan of provision has to be drawn up by their teachers in consultation with the pupil themselves, their parents and specialist support teachers. This plan, which identifies needs and provision to meet them, is continuously evaluated and progress and changes of solutions are possible.
Pupils in need of special support have the right to specialist provision. All education corresponds as far as possible to the National curricula, but with the emphasis upon meeting individual learning needs. In a few circumstances, this provision is offered in special settings. Special schools with sign language communication are available for pupils with severely hearing impaired pupils.
All pupils have the right to choose their school - either municipal or independent - as long as it can demonstrate that that school meets the pupils' educational needs.
http://www.sweden.gov.se/sb/d/574/a/21538
Curricula
The curricula of the pre-primary class, compulsory and upper-secondary education are partly consistent in order to make these activities a homogenous system. The curricula states the leading values, tasks and goals for the activities, but does not state the means to reach them. The organisation of child care and school activities is the responsibility of the local authorities that should therefore ensure the possibilities of reaching the goals and following the curricula. The pedagogical staff of each unit is responsible for the pedagogical means and specific organisation of the operation.
The pre-primary curricula cover the following areas: norms and values, development and learning, influence of the child, pre-primary and home and co-operation with school and leisure-time centres.
The curriculum of compulsory education covers: norms and values, development and learning, influence of the pupils, school and home and co-operation with leisure-time centres, assessment and grades and the responsibility of the school-board.
The upper secondary school curriculum covers norms and values, development and learning, influence of the pupils, assessment and grades, responsibility of the school-board and finally the area of future education, employment and social life.
Curriculum in English can be found at
http://www.skolverket.se/sb/d/345/a/819
Early years education
The Education Act states that children are entitled to child care from the age of 1-12 (after entering compulsory school this takes the form of leisure time centres) if the parents work or study. Children in need of special support are entitled to child care whether their parents are occupied not. Activities should be based on individual needs and children in need of special support should receive care related to their needs.
Until 1998 child care was the responsibility of the National Board of Health and Welfare, but from that year all child care, pre-primary activities, leisure-time activities, compulsory education and upper secondary education are incorporated under the National Agency of Education.
Compulsory school
The nine-year basic compulsory school is for all children between seven and 16 years of age, but children can choose to start school at the age of six. The municipalities also have a duty to organise pre-primary activities from the age of five. In most municipalities these activities are integrated in the compulsory school.
Transition period
See
http://www.skolverket.se/sb/d/345/a/819
