IDENTIFICATION OF SPECIAL NEEDS
Introduction
The criteria of the Federal Invalidity Insurance (Invalidenversicherung, IV) plays a central role in the identification of special needs (see the sections of the Legal System and Financing).
Pupils with recognition by the Invalidity Insurance
The ordinance regarding Invalidity Insurance (IVV, Art. 8) lists the following criteria for a contribution to school fees:
- insured with a mental handicap (Intelligence coefficient below 75),
- blind insured or insured with visual impairments (criteria see IVV),
- deaf insured or insured with hearing impairments (criteria see IVV),
- insured with important physical handicaps,
- insured with a speech handicap or strong speech disorders,
- insured with major behavioural problems,
- insured who do not fall into one of the above categories, but, due to cumulative health problems, are not in the position to follow obligatory mainstream school.
Note: This system will probably be changed in 2007 when the responsibility for funding will be transferred entirely to the cantons (see the section on the Legal System / Invalidity Insurance Law).
Source: Ordinance regarding Invalidity Insurance (IVV, 1960): www.admin.ch/ch/d/gg/cr/1961/19610003.htm).l
Pupils without recognition by the Invalidity Insurance:
Besides the above categories cantons use differing systems for special education needs not recognised by the Invalidity Insurance. These procedures are based on cantonal legislation and differ considerably across the country.
Phases of education
Early Years Education
The special educational needs of young children are mostly identified by medical doctors and early intervention specialists. As early intervention is not obligatory in Switzerland, parents must give their approval for initial assessment and possible intervention.
Identification procedure: there is no standard instrument available; orientation on ICF is under discussion (procedures based on ICF are being developed). In case of funding by the Invalidity Insurance, normally a medical examination is required.
There are two problems concerning identification: firstly, the same early intervention professional, who will later take care of the child, participates in the identification. This form of provider-generated demand (Selbstzuweisung) may lack some of the necessary critical distance. Secondly, some 10% of young children presenting a need for special education are not recognised by the Invalidity Insurance. They either don’t fall into the insurance categories (they are only at risk of developing special educational needs, which are not yet manifest), or they are not covered by the insurance (see the Financing section).
Compulsory Schooling
The identification of special needs in school children is often initiated by early intervention specialists. In addition, in most cantons, school psychologists play a central role.
Also important are: parents, teachers, SNE specialists (SNE school managers), the school administration board (Schulbehörde i.e. school commission at community level) and cantonal insitutions (e.g. the cantonal board for obligatory schooling; Amt für Volksschulbildung).
In many cantons, the final decision is made by the school administrative board. In case of a disagreement, a special procedure has to be followed in many cantons (e.g. second assessment, hearing of the parents), but the final decision remains within the brief of the school administrative board.
Transition period
During this period, identification of needs is mostly based on earlier educational identification procedures.
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