Country information for Slovenia - Assessment within inclusive education systems

The approach introduced in Slovenia recognises the needs of learners with special educational needs (SEN) as disabilities, barriers and/or disorders that require changes or adjustments in the learner’s environment or adaptation of the latter to the needs of the learner. The medical approach to the learner’s disability, in use during the 1970s, has been abolished.

The guidance of learners with special needs (2000, including amendments in 2006 and 2007) defines the groups of learners with SEN as follows:

  • Learners with intellectual disabilities
  • Learners who are blind and learners with visual impairments
  • Learners who are deaf and learners with hearing impairments
  • Learners with speech problems
  • Learners with physical disabilities
  • Learners with long-term illnesses
  • Learners with learning problems in specific fields of education
  • Learners with emotional and behavioural disorders.

The Act is based on the principle that a learner’s needs must be recognised as soon as possible and that early childhood intervention is a dynamic process. The recognition of the learner’s needs and early intervention occur simultaneously.

Learners are recognised as having SEN when they get an official decision by the National Education Institute of Slovenia (NEIS). Parents usually request the introduction of official guidance procedures for learners with SEN, but schools or learners themselves (from 15 years old) can also request it.

The Children with SEN Guidance Commissions, founded by NEIS, are responsible for the placement. They work according to the Regulations for the organisation and work of the Children with SEN Guidance Commissions (Official Gazette No. 88/13) and the Criteria for the assessment of the type and degree of disadvantage, impairments and disabilities of learners with SEN (Source: FPIES – Slovenia Country Report, pp. 15–16).


Last updated 13/04/2018

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