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Initial identification of special educational needs - Denmark

In cases where differentiated instruction, including different ability groups, which is allowed up to 50% of total time, is unable to meet a pupil’s educational needs, then the pupil is provided with special needs education, if an educational psychological assessment performed by the Educational Psychological Service is confirming the need. The parents and the teachers both have the right to make a referral to the Educational Psychological Advisory Service (PPR). When special education is provided an individual educational plan is drawn up and assessment of the results from special education is expected to be done on a regular basis.

There is, however, no knowledge of to which degree this is done. Rules for provision of special needs education state that two guiding principles should be followed. One is about proximity – the special educational setting should be as close to the regular classroom, the local school, the parents address, as possible. The other is about least segregating measure – the least segregated setting should be used.

Even though a sociological model of defining special needs is generally accepted, the medical-psychometric model of resource allocation is dominant in the regulations governing special needs services dated 15 December 2005.

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