This topic summarises the national policies and general objectives concerning educational support and guidance. Those with special education needs within mainstream education and special needs schools are addressed separately.

Special education needs provision with mainstream education

Definition of the target group(s)

Description of legislation that describes the special needs support and the circumstances under which they are able to receive it within mainstream education for the following:



• Those with a physical disability or sensory impairment



• Those with psychological difficulties



• Those with learning and language-related difficulties



• Those with general learning difficulties



• Those with exceptional learning abilities

Specific support measures

Here it is detailed whether the inclusion is total or whether there are separate classes for certain pupils. It is detailed if the following facilities are provided:



• Additional support with specialist teachers



• Special teaching methods/materials



• Special adaptation of the curriculum



• Liaison with non-educational social welfare institutions



• Special arrangement for evaluation



• Reduced class sizes



• Alterations to school building facilities

Separate special education needs provision in early childhood education and school education

In those systems where no separate education provision exists, the situation is briefly explained.

Definition of the target group(s)

Here it is explained which of the above categories of pupils are eligible to receive education with different types of provision e.g. schools for the deaf.

Admission requirements and choice of school

The criteria for admittance are detailed as well as whether paternal choice of the school is unrestricted. Any restrictions are detailed.

Age levels and grouping of pupils

The stages of education are detailed in particular, whether it is the degree of disability or the age that is the principle determining factor. Any recommendations on the maximum or minimum number of pupils per class are also detailed.

Curriculum subjects

Here it is described how the curriculum varies from that of mainstream schools, who determines the curriculum and those subjects taught that are specific to the target group (e.g. sign language).

Teaching methods and materials

Special methods (e.g. Braille/ICT assisted learning) are detailed. The authority responsible for preparing such materials is also mentioned.

Progression of pupils

The role of the teacher, support staff and other bodies in determining stuff progress is explained as well as the criteria that determine whether a student can continue to the next level.

Certification

The authority responsible for certification as well as the definition of content (subjects)   and methods (continuous assessment, exams adjusted to the needs of students) are detailed here.

Support measures for learners in early childhood and school education

Definition of the target group(s)

Categories of disadvantaged children are defined e.g. asylum seekers, personal circumstance etc.

Specific support measures

Special support measures for those mentioned are detailed e.g.



• Support for migrant children to learn the host country language



• Additional support provided by specialised teachers



• Reduced class sizes

Guidance and counseling in early childhood and school education

Academic guidance

The various types of provision for guidance of all pupils are provided here.

Psychological counseling

Those services that improve the interpersonal and educational performance of pupils is described here.

Career advice

Details on information services, special courses and contact with the world of work are given here (mainly applicable to the latter part of secondary education). All information related to in-company placements or access to the labour market is included here.

Support measures for learners in higher education

Definition of the target group(s)

The categories of disadvantaged learners that exist are listed here. The circumstances under which they are eligible for support are also detailed.

Specific support measures

Such measures may include:



• Liaison with non-educational social welfare institutions



• Special arrangement for evaluation



• Reduced class sizes



• Alterations to school building facilities

Guidance and counseling in higher education

Academic guidance

The various types of provision for guidance for all students are given here.

Psychological counseling

The support structure available to students is described here.

Career guidance

The various sources of career guidance open to students are described here.

Support measures for learners in adult education and training

Definition of the target group(s)

The categories of disadvantaged learners are listed here.

Specific support measures

Such measures may include:



• Special arrangement for evaluation



• Reduced class sizes



• Alterations to school building facilities

Guidance and counseling in a lifelong-learning approach

Academic guidance

Information on the various types of provision for adult learners is provided here.

Psychological counseling

The support structure available to students is described here.

Career guidance

The various sources of career guidance open to students are described here e.g. contacts with the world of work, special courses etc.