Definition of the target groups

At present two target groups are identified among general education pupils in mainstream provision schools. A model programme for pamatizglītība (integrated primary and lower secondary education) states that additional individual work lessons (outside the general teaching load) with

• talented children
• pupils with learning difficulties can be included in education programme of a school.

A new target group in Latvia that needs additional support are Ukrainian refugee students. 

Specific support measures

At early childhood education level 

In 2021, the Cabinet of Ministers approved the methodology for assessing the special needs of learners in preschool education institutions. The head of the educational institution is obliged to ensure the assessment of special needs for each child who begins compulsory education in a preschool education programme, in accordance with the methodology. The assessment of the special needs of each preschool education student from the age of 5 takes place in accordance with the Cabinet of Ministers Regulation No. 453 of 29 June 2021 “Methodology for assessing the special needs of learners in preschool education institutions”. 

In accordance with the regulation, the head of the educational institution, within two months of the student’s admission to the preschool education programme, determines the teacher responsible for assessing the special needs of learners and ensures the assessment of the special needs of the student. The teacher uses the special needs assessment form for students to assess their needs. The assessment form includes a section on whether a preschool student needs a support specialist’s opinion. The educational institution or local government have to provide a support specialist in accordance with the needs of the student. 

The Cabinet Regulation “Requirements for general education institutions to admit students with special needs to their implemented educational programmes” entered into force on September 1, 2020. The regulation determines the requirements for general education institutions to admit students with special needs to their implemented preschool, general primary education and general secondary education programmes. These are the support measures for students with special needs in the general education programme, as well as a unified model of the individual education programme plan for educational institutions.

At school level

The Regulation stipulates that for learners who do not have an opinion from a pedagogical medical commission, but who have been identified with developmental or learning difficulties, the educational institution's support specialists (educational or clinical psychologist, speech therapist, speech therapist teacher or special educator), based on the application of parents of a student, guardians or trustees appointed by the Orphan's Court, have to conduct a pedagogical or psychological assessment and provide an opinion. 

The opinion provides the recommended support measures appropriate for the learner. If the legal representative of the learner does not cooperate with the educational institution, the pedagogical or psychological assessment is carried out at the initiative of the educational institution, informing the legal representative of the learner. The head of the educational institution approves the procedure for determining the special needs of the learner, as well as the procedure for developing and implementing an individual educational programme plan, determining the duties and responsibilities of pedagogical staff involved in the implementation of the plan and the teacher responsible for the implementation of the plan.

The standard of basic education (integrated primary and lower-secondary education) and the sample programme state that the purpose of the basic education programme is to provide a student who is a minor asylum seeker, refugee or person with an alternative status, comprehensive development and value orientation by integrating into the education system, and to provide additional support in learning the Latvian language so that the student wants and can continue general education or learn a profession, get involved in the life of society and develop into a happy and responsible personality.  

For this purpose, the regulations by the Cabinet of Ministers on Procedures by which Minor Asylum Seeker shall be Provided with Opportunities for Acquiring Education have been supplemented too. More information on support for the education of Ukrainian children and students is available on the website of the Ministry of Education and Science. 

For minor citizens of Ukraine who are studying primary education programs in grades 1-4 in educational institutions, meals in municipal and private educational institutions are covered from the state budget in the same amount as it is covered for one Latvian student in a state educational institution.