Transition from special to inclusive schooling

About: 

A 17-year-old learner with cerebral palsy had been studying at a special unit in Cyprus. Separation from his friends and classmates had a negative psychological impact. Hence, he requested to be transferred to the mainstream class of his local school. 

The learner had the opportunity to join a Central Committee of Special Education (CCSE) meeting and express his feelings and needs. The CCSE also requested and assessed specialist opinions, including those of a child psychiatrist and an inspector of special education. The CCSE, the District Committee of Special Education (DCSE), the school’s educational psychologist, teachers, the Special Educational Needs Co-ordinator, the Special Education Officer, and the learner’s parents all considered the learner’s requests. 

Outcomes: 

Transitions between special and mainstream classes at this age and level of disability are not common in Cyprus. However, taking into consideration the learner’s wish and his psychological health, the CCSE approved his request to attend the mainstream classroom. 

Key element(s) of the VIA Framework: 

This is a particularly effective example of AUDIENCE and INFLUENCE. It was the first time that the CCSE acted upon this kind of request, listening to the learner’s psychological needs rather than deciding based on educational standards and precedent. Pending evaluation, this approach could be expanded to support more learners and schools across the country.