The concept of inclusion prevails in Danish compulsory schooling (Folkeskole). Therefore, the aim is to include all pupils in the Folkeskole and provide special education for pupils whose needs cannot be sufficiently met in mainstream settings, even with support. Consequently, the use of special schools is to be limited. However, special schools still exist for children with severe handicaps or other disabilities which a normal school cannot provide support for. In Denmark, special educational support is organised by municipalities and is based on an individual assessment of the pupil’s needs.

Definition of target group(s)

In the Danish Folkeskole, special education and other special pedagogical support is targeted at pupils whose development and learning require extensive support. As mentioned in chapter 11.1, , a pupil will receive special education based on a concrete assessment in each individual case. As a rule, pupils are covered by the Folkeskole Act where teaching in the mainstream class can only be carried out with support corresponding to at least 9 teaching hours per week, or where the pupil is taught in a special class or special school. 

Eligibility and the choice of provision are determined through a pedagogical-psychological assessment (PPV), prepared with specialist input (typically via the municipal educational psychology service) and in consultation with the pupil and parents/guardians.

Admission requirements and choice of school

In Denmark, all children resident in the country are subject to compulsory education for a period of ten years, typically between the ages of 6 and 16. Compulsory education includes the pre-school class and the nine years of compulsory schooling, while the 10th form is optional. Children who reside in Denmark for a minimum period of 6 month are covered by the regulations on compulsory education. Compulsory education entails an obligation to participate either in the teaching provided by the Folkeskole or in education that is equivalent in content and standards.

The Folkeskole consists of one year of pre-school class, nine years of primary and lower secondary education and a one-year 10th form (optional).

Every child in Denmark is, according to his/ her address or place of residence, associated with a district school. In general, the child is therefore entitled to admission at the district school. The child is also entitled to admission at the school’s youth school if such a scheme exists, and if there is vacancy.

The municipality can refer the child to another school or education option if, for instance, the child’s development requires special attention or support which cannot be granted at the district school, or if the child has a considerable need for language support in the form of lessons in Danish as a second language etc.

If the child’s parents/guardians do not want the child to attend the district school, they can apply for admission at another school which they are free to choose. They can apply for admission both within and outside their municipality. The child can only be admitted to the applied school if there is vacancy, and if the school is able to grant the child relevant education options. If the child is admitted, he/she is also entitled to admission at the school’s youth school if such a scheme exists, and if there is vacancy.

Children with special needs are in general entitled to stay at the school they are admitted to. However, the child in question can be referred to another school, if a pedagogical-psychological assessment shows that the special needs of the child have changed.

If parents to a child with special needs do not wish to make use of the special education offer the municipality of residence has given the child, it is possible for the parents/guardians to choose a similar offer elsewhere inside or outside the municipality. However, the parents/guardians cannot choose an offer which is more extensive than the one offered by the municipality of residence – but they can choose an offer less extensive. The child can only be admitted to the school which the parents/guardians have applied for if there is vacancy, and if the school is able to grant the child relevant education options.

The rules governing choice of school are laid down in the Folkeskole Act.

Age levels and grouping of pupils

Separate provision may cover the same overall stages as the Folkeskole (including preschool class, primary and lower secondary levels, and where relevant grade 10) however, organisation varies locally.

Grouping is typically based on the type and extent of the pupil’s special educational needs and on pedagogical considerations described in the PPV and municipal/school planning. Mixed-age grouping may occur where it supports learning and wellbeing.

There are no single nationwide class-size minimum/maximum requirements that apply uniformly to all separate provisions; organisation and group size are generally determined locally according to pupil needs and available specialist resources.

For more information, please see section 11.1: Special Education Needs Provision within Mainstream Education.

Curriculum, subjects

Separate provision in special classes/special schools is organised to ensure pupils can participate in schooling with appropriate adaptations. In practice, many pupils follow the Folkeskole curriculum goals with individual adjustments, and participation in mainstream subjects/classes may be used where appropriate and feasible.

Curriculum planning is typically carried out at school/municipal level by leadership and teaching staff, often supported by specialists involved in the PPV process.

ICT-related learning may be part of the pupil’s programme either as a subject element (digital skills) and/or through assistive technology used to access teaching and communication.

For more information, please see section 11.1: Special Education Needs Provision within Mainstream Education.

Teaching methods and materials

Teaching methods and materials depend on the pupil’s needs and may include specialised approaches and compensatory tools (e.g., structured pedagogy, alternative/augmentative communication, sign-supported teaching, Braille/large print where relevant, and ICT-assisted learning).

Special materials and tools are typically provided as part of the support plan. For national exams, schools can provide adapted exam materials (e.g., Braille, large print, accessible digital formats) and other accommodations where relevant.

For more information, please see section 11.1: Special Education Needs Provision within Mainstream Education.

Progression of pupils

Progression between classes/stages is based on ongoing pedagogical assessment and the pupil’s individual goals. Teachers and school leadership, in cooperation with relevant specialists and in dialogue with parents/guardians, determine whether adjustments are needed (e.g., changes in intensity of support, group placement, or transfer between mainstream support, special class, or special school).

Referral decisions and changes in provision are linked to the PPV process and the responsible authority (school leader/municipality depending on the placement).

For more information, please see section 11.1: Special Education Needs Provision within Mainstream Education.

Certification

Pupils receiving special education are expected to participate in national tests and the Folkeskole final examinations, regardless of whether support is provided in mainstream settings, special classes, or special schools.

For more information, please see section 4.3: Assessment in single-structure education

Where needed, examinations can be taken under special conditions (accommodations) or the pupil may be exempted from an exam where the rules allow. Guidance on special conditions and exemptions is issued at national level.

For more information, please see section 11.1: Special Education Needs Provision within Mainstream Education.