Slovenia has a separate provision for children and young people with special educational needs. However, the general principle is that they should attend mainstream kindergartens and schools whenever these institutions can provide the necessary adaptations, professional support and other appropriate conditions.

A separate provision is intended for children and young people whose educational needs cannot be adequately met in mainstream education, even with adaptations and additional professional assistance. It is provided by basic schools with adapted programmes, specialised units within mainstream schools, specialised education institutions and professional centres.

Definition of the target group(s)

The Zakon o usmerjanju otrok s posebnimi potrebami recognises the following categories of children with special educational needs:

• children with intellectual disabilities
• blind and partially sighted children and children with visual function impairments
• deaf and hard-of-hearing children
• children with speech and language disorders
• children with physical disabilities
• children with long-term illnesses
• children with specific learning difficulties
• children with autism spectrum disorders, and
• children with emotional and behavioural difficulties. 

Children belonging to these categories are entitled to special educational support where an assessment establishes that they require:

• adapted implementation of a mainstream education programme and additional professional assistance;
• an adapted education programme with an educational standard equivalent to that of mainstream education;
• an adapted education programme with a lower educational standard, or
• a special education programme.

The appropriate programme, support arrangements and type of provision are determined through the statutory placement procedure. The Commission for the Placement of Children with Special Needs prepares an expert opinion, of which the National Education Institute Slovenia issues a placement decision.

A learner may be placed in separate provision where it is established that a mainstream kindergarten or school cannot provide the conditions necessary for the learner's successful participation and progress. Institutions deliver separate programmes with specialised premises, equipment, and staff for particular types of impairment, disability, or disorder.

Blind and partially sighted children and children with visual function impairments

Blind and partially sighted children and children with visual function impairments may attend mainstream kindergartens and schools with appropriate adaptations and additional professional assistance.

Where the necessary conditions cannot be provided in a mainstream setting, they may be placed at the Centre for Education, Rehabilitation, Inclusion and Counselling for the Blind and Partially Sighted (Centre IRIS):

Centre IRIS provides:

• an adapted preschool programme
• an adapted basic school programme with an equivalent educational standard
• an adapted basic school programme with a lower educational standard
• special education programmes
• a residential education programme for children and students with special educational needs, and
• adapted upper secondary vocational and technical education programmes.

Deaf and hard-of-hearing children and children with speech and language disorders

Deaf and hard-of-hearing children, as well as children with speech and language disorders, may receive adaptations and additional professional assistance in mainstream education.

Where their needs cannot be adequately met in a mainstream institution, they may be placed in one of three specialised institutions:

• the Centre for Communication, Hearing and Speech Portorož (CKSG)
• the Centre for Hearing and Speech Maribor (CSGM), and
• the Ljubljana Institute for the Deaf and Hard of Hearing (ZGNL).

CKSG and CSGM provide adapted preschool programmes and adapted basic school programmes with an equivalent or lower educational standard. ZGNL also provides adapted upper secondary vocational and technical education programmes.

Children with physical disabilities

Children with physical disabilities may attend mainstream education where appropriate accessibility, technical aids, adaptations and additional professional assistance can be provided.

Two specialised institutions provide adapted programmes for children whose needs require more extensive support.

The centre for education and rehabilitation CIRIUS Vipava primarily provides education for children with physical disabilities who also have intellectual disabilities or other complex needs. It provides:

• an adapted preschool programme;
• adapted basic school programmes with an equivalent or lower educational standard;
• special education programmes, and
• programmes for children and young people with emotional and behavioural difficulties and disorders.

The CIRIUS Kamnik provides adapted basic school programmes with an equivalent or lower educational standard, as well as adapted upper secondary vocational and technical education programmes.

Children with long-term illnesses and children with specific learning difficulties

Children with long-term illnesses and children with specific learning difficulties generally attend mainstream education programmes. They may receive adaptations to teaching, assessment and the organisation of education, as well as additional professional assistance.

Separate placement is not normally based solely on a long-term illness or a specific learning difficulty. It may nevertheless be considered where the child has additional or complex needs that cannot be adequately addressed in a mainstream setting.

Children and young people with emotional and behavioural difficulties and disorders

Support for children and young people with emotional and behavioural difficulties and disorders is regulated by the Zakon o obravnavi otrok in mladostnikov s čustvenimi in vedenjskimi težavami in motnjami v vzgoji in izobraževanju. The Act establishes a systemic framework for integrated support in education. It covers:

• preventive activities
• early and flexible assistance
• cooperation between education, social welfare, healthcare and other services, and
• measures to protect the rights and safety of children, young people and education staff.

Support may be provided in mainstream kindergartens and schools in cooperation with professional centres. Where more intensive support is required, a child or young person may be placed in a professional centre.

Professional centres are responsible for:

• early identification and provision of assistance
• supporting kindergartens, schools and other educational institutions
• preventing the escalation of emotional and behavioural difficulties
• providing multidisciplinary and intensive support, and
• providing a structured educational and, where necessary, residential environment.

This support is provided through a network of nine institutions for children and young people with emotional and behavioural difficulties and disorders.

The Zakon o kazenski obravnavi mladoletnikov, further connects the juvenile justice system with the education-based system of professional centres. The Act is already in force, while most of its provisions will apply from 1 January 2027.

It defines a professional centre as a public institution recognised under the legislation governing the treatment of children and young people with emotional and behavioural difficulties and disorders in education as an educational institution for children and young people with special educational needs.

A court may impose placement in a professional centre as an institutional educational measure where, in view of the minor’s needs, it is necessary to provide for their education, rehabilitation and harmonious personal development under the continuous guidance and supervision of professionals. The minor may remain in the professional centre for a minimum of six months and a maximum of three years.

When selecting the appropriate educational measure, the court takes account of the minor’s age, psychosocial functioning, individual needs, previous upbringing, living environment and circumstances, the nature and seriousness of the offence, the minor’s conduct and other relevant circumstances.

An individual assessment carried out in the juvenile justice procedure may also contribute to the individualised programme prepared by the professional centre. Where the assessment is prepared using an interdisciplinary method, its proposed programme of intervention serves as a basis for the individualised programme. Where the Centre for Minors prepared the individual assessment, it also participates in preparing the individualised programme.

Children with intellectual disabilities and children with autism spectrum disorders

Children with intellectual disabilities and children with autism spectrum disorders may attend mainstream education programmes with adaptations and additional professional assistance where they can attain the prescribed educational standard.

Children who cannot attain the educational standard of a mainstream basic school programme because of their assessed needs may be placed in:

• an adapted basic school programme with a lower educational standard, or
• a special education programme.

The adapted basic school programme with a lower educational standard is intended primarily for children with mild intellectual disabilities and children with autism spectrum disorders who can attain the objectives and standards of this programme.

Children with moderate, severe or profound intellectual disabilities, including children with autism spectrum disorders who require extensive adaptations and support, may be placed in a special education programme.

27 independent basic schools provide adapted basic school programmes with a lower educational standard, and 21 specialised units within mainstream basic schools provide special education programmes.

Specialised institutions provide programmes tailored to groups of children with special educational needs. Depending on the institution and programme, children may follow:

• an adapted programme leading to an educational standard equivalent to that attained in mainstream education
• an adapted basic school programme with a lower educational standard
• a special education programme
• an adapted upper secondary vocational or technical programme, or
• a programme for children and young people with emotional and behavioural difficulties and disorders.

Residential provision

Residential accommodation may be provided where daily travel between the child’s home and the education institution is not feasible or where the intensity of the required support makes residential provision necessary.

Accommodation and care are generally organised within a specialised school or institution and provided free of charge.

Six residential facilities for children with special educational needs operate within basic schools providing adapted programmes. There is also one independent residential home for basic school pupils.

Residential provision is not a separate category of special educational need. It is a supporting arrangement that enables children to attend the programme and institution specified in their placement decision.

Admission requirements and choice of school

Under the Zakon o usmerjanju otrok s posebnimi potrebami, children with special educational needs are admitted to separate special education provision based on a placement decision issued by the National Education Institute Slovenia.

The placement procedure may be initiated by:

• the child’s parents
• a young person aged 15 or over
• a kindergarten
• a school, or
• another institution authorised under the relevant legislation.

A kindergarten or school may propose initiating the procedure where it considers that the child requires placement or that the existing placement is no longer appropriate, and the parents have not submitted a request.

Where the child already attends a kindergarten or school, the institution prepares a report describing:

• the child’s development and educational progress
• the adaptations and support already provided
• the child’s strengths and difficulties, and
• the reasons for proposing placement or a change of placement.

The Commission for the Placement of Children with Special Needs prepares an expert opinion based on:

• available professional and medical documentation
• the report prepared by the kindergarten or school
• an interview with the parents
• an interview with the child, where appropriate, and
• an examination or assessment of the child, where necessary.

The expert opinion includes:

• relevant information about the child
• a synthesis of the findings of the commission members
• identification of the child’s impairment, disability or disorder
• the recommended education programme
• the recommended kindergarten, school or institution
• the scope and form of additional professional assistance
• necessary adaptations to the premises, equipment, teaching and assessment
• any required technical aids
• the need for temporary or permanent physical assistance, and
• other rights arising under the relevant legislation.

Before issuing a decision, the National Education Institute Slovenia informs the parents of the expert opinion and verifies that the proposed kindergarten, school or institution can provide the programme and the required conditions.

Parents may express a preference regarding the school or institution, but their choice is not entirely unrestricted. The selected institution must:

• provide the programme specified in the placement decision
• have appropriate staff, premises, equipment and accessibility
• be able to implement the prescribed adaptations and support, and
• have sufficient capacity to admit the child.

The placement decision specifies both the programme and the education institution in which it is to be implemented.

Parents may appeal against the placement decision. The ministry responsible for education decides appeals after obtaining an opinion from a second-instance placement commission.

The placement may subsequently be reviewed if the child’s needs, level of functioning, educational progress or circumstances change. A new decision may place the child in another programme or institution, including a return to mainstream provision.

The start of compulsory basic education may be postponed for one year when proposed by the parents and supported by the relevant assessment, or specified in the placement decision.

Candidates with special educational needs applying for upper secondary education must meet the general admission requirements for the chosen programme.

Under the rules governing enrolment in upper secondary schools, Pravilnik o vpisu v srednje šole, candidates with a valid placement decision may be exempted from the ordinary selection procedure where enrolment is restricted. To qualify for this exemption, they must attain at least 90% of the points required for admission in the relevant selection round.

Age levels and grouping of pupils

Pupils are placed in a programme suited to their type and level of impairment, disability or disorder and to their educational and support needs.

Pupils with similar primary needs are generally grouped together. Classes may also include pupils with multiple disabilities or associated disorders.

Adapted basic school programmes

Adapted basic school programmes with equal educational standard follow the nine-year structure of mainstream basic education. They are divided into three educational cycles:

• first cycle: Grades 1 to 3
• second cycle: Grades 4 to 6, and
• third cycle: Grades 7 to 9.

Pupils in the same grade are normally organised into classes. In schools and institutions with small numbers of pupils, combined classes comprising pupils from two or more grades may be formed.

In the adapted basic school programme with a lower educational standard for pupils with mild intellectual disabilities and, exceptionally, pupils with moderate intellectual disabilities, the maximum class sizes are:

• 8 pupils in Grades 1 to 3
• 10 pupils in Grades 4 to 6, and
• 12 pupils in Grades 7 to 9.

In the adapted basic school programme with an equivalent educational standard for blind and partially sighted pupils, deaf and hard-of-hearing pupils, pupils with speech and language disorders and pupils with physical disabilities, the maximum class sizes are:

• 7 pupils in Grades 1 to 3;
• 8 pupils in Grades 4 to 6, and
• 10 pupils in Grades 7 to 9.

Classes in adapted programmes for pupils with autism spectrum disorders may include no more than five pupils.

Classes for pupils with emotional and behavioural difficulties and disorders may include no more than eight pupils.

Where a class includes pupils with multiple disabilities, the maximum class size may be reduced by three pupils. The same reduction may apply to combined classes comprising pupils from two or more grades.

Special education programme

The special education programme is organised in 6 levels. As a rule, each level lasts three years.

The first three levels form the compulsory part of the programme. The subsequent levels provide continuing education and training after the compulsory education period.

Groups may include pupils of different chronological ages where this is justified by their developmental level, functioning and educational needs.

The maximum group sizes are:

• 6 pupils at Level 1
• 7 pupils at Level 2, and
• 8 pupils at Levels 3 to 6.

Where a group includes pupils with profound intellectual disabilities or multiple disabilities, the maximum group size is reduced by one pupil.

Adapted upper secondary education

Schools organise adapted upper secondary vocational and technical education programmes by school year or programme unit. Students are grouped into classes.

Classes may include no more than ten students.

For practical instruction, students are divided into smaller groups. A practical group may include:

• no more than six students where materials are processed manually, or
• no more than four students where machines are used.

The minister responsible for education determines class and group sizes in the rules governing norms and standards for implementing education programmes for children with special educational needs.

Curriculum, subjects

Special schools and institutions provide:

• adapted education programmes with an equivalent educational standard
• adapted education programmes with a lower educational standard
• special education programmes
• adapted upper secondary vocational and technical education programmes, and
• education programmes for children and young people with emotional and behavioural difficulties and disorders.

Adapted basic school programme with an equal educational standard

Adapted basic school programmes with an equivalent educational standard are provided for:

• deaf children and children with hearing impairments Program oš gluhi in naglušni
• blind children and children with visual impairments Program oš slepi in slabovidni
• children with speech and language impairments Program oš govorno - jezikovne motnje
• children with physical disabilities Program oš gibalno ovirani
• children with autistic spectrum disorders Prilagojeni program osnovnih šol za otroke z avtističnimi motnjami z enakovrednim izobrazbenim standardom.

These programmes enable pupils to attain educational standards equivalent to those in mainstream basic education.

The subjects and overall timetable are generally the same as in mainstream basic schools. Subject curricula, teaching approaches, communication methods and assessment are adapted to the impairment, disability or disorder.

In addition to compulsory subjects, pupils participate in:

• activity days
• class community sessions, and
• special pedagogical activities intended to reduce barriers and develop compensatory skills.

Special pedagogical activities may include:

• communication skills
• computer and ICT skills
• social skills
• orientation and mobility training for blind and partially sighted pupils
• activities to develop independence and mobility for pupils with physical disabilities, and
• Slovenian Sign Language for deaf and hard-of-hearing pupils.

The non-compulsory extended programme is generally equivalent to that in mainstream basic schools. It may include:

• morning care for Grade 1 pupils
• remedial and supplementary instruction
• extracurricular activities, and
• after-school care for pupils in Grades 1 to 9.

Adapted basic school programme with a lower educational standard

The programme Prilagojeni izobraževalni program z nižjim izobrazbenim standardom is provided by:

• independent basic schools with adapted programmes;
• specialised units within mainstream basic schools, and
• certain specialised and residential institutions.

It is intended primarily for pupils with mild intellectual disabilities and pupils with autism spectrum disorders who require a less demanding programme and are expected to attain the educational standards prescribed for this programme.

The programme does not lead to an educational standard equivalent to that of mainstream basic education.

Grades 1 to 9

• Slovenian
• mathematics
• visual arts
• music, and
• physical education.

Grades 1 to 3

• environmental studies.

Grades 4 to 9

• natural sciences, and
• social sciences.

Grades 5 to 9

• design and technology, and
• home economics.

Grades 7 to 9

• a foreign language, and
• elective subjects.

Weekly instruction increases from approximately 19 lessons in Grade 1 to 29 lessons in Grade 9.

In the ethnically mixed area of Prekmurje, where the Hungarian national community resides, bilingual schools provide instruction in Slovenian and Hungarian. Hungarian is also taught as a subject in accordance with the applicable bilingual programme.

Pupils also participate in activity days and class community sessions. In Grades 1 to 6, special pedagogical activities include computer education and social learning.

Pupils may participate in the non-compulsory extended programme under conditions comparable to those applying in other adapted basic school programmes.

After completing the adapted basic school programme with a lower educational standard, pupils may enrol in:

• Grade 8 of the basic school programme for adults, or
• a short upper secondary vocational education programme.

Special education programme

The special education programme Posebni program vzgoje in izobraževanja is intended for children, young people, and adults with moderate, severe, or profound intellectual disabilities, and for other pupils whose support needs require extensive individualisation.

It is provided in:

• basic schools with adapted programmes
• specialised units within mainstream basic schools
• specialised education and residential institutions, and
• social care institutions that provide education as part of residential care.

Social care institutions fall under the responsibility of the ministry responsible for social affairs, while their education programmes are governed by education legislation.

The programme aims to:

• promote perceptual, physical, emotional, cognitive and social development;
• develop communication skills
• increase independence in everyday life
• develop awareness of health and personal wellbeing
• provide basic knowledge and practical skills
• prepare participants for work-related activities, and
• support active participation in family, community and social life.

At Levels 1 to 3, the compulsory areas of activity include:

• developing independence
• general knowledge
• physical activity and sport
• music
• visual arts, and
• work education.

Elective content forms part of Levels 4 and 5.

At Level 6, participants aged between 21 and 26 may take optional content relating to:

• active leisure
• active citizenship
• personal relationships and sexuality
• work skills, and
• transition to employment.

Participants receive between 22 and 30 hours of education and training per week. Activity days form part of the compulsory programme.

The non-compulsory extended programme may include:

• morning care for participants at the first educational period
• after-school care, and
• extracurricular activities.

Adapted upper secondary vocational and technical education programmes

Students in specialised institutions may follow adapted upper secondary vocational and technical education programmes.

These programmes lead to knowledge, competences and qualifications comparable to those attained in the corresponding mainstream programmes. Some programmes are extended by one year to allow additional time for instruction, rehabilitation and support.

The curricula are based on the corresponding mainstream programmes and include:

• adapted teaching and assessment;
• practical training;
• activities intended to reduce or compensate for impairments, disabilities or disorders, and
• learning support provided by appropriately qualified specialist staff.

Post-rehabilitation practicum

The Posebni program vzgoje in izobraževanja za otroke in mladostnike s posebnimi potrebami (Post)rehabilitacijski praktikum is intended for students with special educational needs who, because of a brain injury or another neurological condition, cannot continue successfully in mainstream upper secondary education. It comprises general education, practical training, and personal and social development activities adapted to each student’s individual abilities and needs.

The programme is provided during rehabilitation and is based on a comprehensive, individualised approach. Alongside education, it includes healthcare, therapeutic and rehabilitation services, and other forms of specialist support. An individualised programme is prepared for each student, setting out the objectives, content, working methods and timetable for both education and other forms of intervention (CIRIUS Kamnik).

Where a student’s health and functional abilities improve sufficiently, they may return to a mainstream upper secondary education programme.

Approval of programmes

The officially recognised adapted education programmes are adopted by the minister responsible for education in cooperation with the relevant national council of experts.

Special education programmes and programmes for children and young people with emotional and behavioural difficulties and disorders are approved by the National Council of Experts for General Education.

Different arrangements apply to education programmes provided by private schools.

Teaching methods and materials

Teachers adapt teaching methods, communication, learning activities and assessment to pupils’ impairments, disabilities and individual educational needs.

The individualised programme specifies the adaptations, specialist methods, technical aids and forms of support to be provided to each pupil.

Teaching methods may include:

• Braille instruction
• tactile and audio-based learning
• orientation and mobility training
• Slovenian Sign Language
• the verbo-tonal method
• phonetic and rhythmic stimulation
• adapted communication methods
• augmentative and alternative communication
• adapted ICT equipment and software
• accessible digital materials, and
• practical and multisensory learning.

Blind and partially sighted pupils learn Braille and use enlarged-print, tactile, audio and digital materials.

Deaf and hard-of-hearing pupils may learn and use Slovenian Sign Language. The verb-tonal method and phonetic-rhythmic and musical stimulation may be used with deaf and hard-of-hearing pupils and pupils with speech and language disorders.

Pupils with severe physical disabilities or multiple disabilities may be trained to use augmentative and alternative communication devices.

Schools and specialised institutions must have appropriate specialist didactic materials, technical aids and adapted equipment.

Centre IRIS:

• develops and produces materials for blind and partially sighted pupils
• lends specialist aids and equipment
• provides training and support in their use, and
• develops adapted textbooks, workbooks and other teaching materials.

Other adapted textbooks and teaching materials are prepared by the National Education Institute Slovenia, specialist institutions and private publishers.

Textbooks must be approved by the competent national council of experts.

Schools operate textbook funds from which pupils may borrow approved textbooks. Adapted textbooks and other learning materials may also be available in audio, electronic or other accessible formats. Materials and aids required for participation in the education programme are generally made available through the school or specialised institution.

In programmes for pupils with significant physical disabilities or intensive support needs, assistants or care staff may support individual pupils or groups of pupils with mobility, communication, personal care and participation in educational activities.

Progression of learners

Basic education

Adapted basic school programmes with an equivalent educational standard

Pupils in adapted basic school programmes with an equivalent educational standard progress according to the rules applying to mainstream basic education.

In the first two educational cycles, pupils normally progress to the next grade. In the final cycle, progression depends on the pupil meeting the prescribed subject requirements and receiving positive final marks, subject to the rules on reassessment, remedial examinations and repetition applying in mainstream schools.

The school’s teachers’ assembly decides whether a pupil progresses or repeats a grade.

Adapted basic school programme with a lower educational standard

Pupils in Grades 1 to 3 receive descriptive assessments and normally progress to the next grade.

A pupil may repeat a grade:

• with the agreement of the parents, or
• exceptionally without parental agreement where the pupil has not achieved the expected learning outcomes, and repetition is in the pupil’s best interests.

From Grade 4 onwards, pupils receive numerical marks. Progression is governed by rules comparable to those applying in mainstream basic education, taking account of the standards prescribed for the lower educational standard programme.

The teachers’ assembly decides whether a pupil progresses or repeats a grade.

Special education programme

Participants in the special education programme receive descriptive assessments.

They normally progress to the next level based on their age, development, participation and individualised programme rather than by attaining prescribed numerical marks. Progression is therefore not conditional on receiving positive marks in individual subjects.

Continued attendance

Pupils in the adapted basic school programme with a lower educational standard who do not continue to upper secondary education may remain in basic school for up to three years after completing their compulsory education obligation. For most pupils, this means they may attend until approximately age 18.

Participants in the special education programme may continue for up to six years after completing the compulsory part of the programme, or until the age of 26.

National assessment

Pupils in Grades 6 and 9 of adapted programmes with an equivalent educational standard take the national assessment under conditions comparable to those applying to pupils in mainstream schools. Assessment procedures and materials may be adapted to their individual needs.

For pupils in the adapted basic school programme with a lower educational standard, participation in the national assessment is optional.

Transfers between programmes

A pupil may transfer:

• from separate provision to mainstream education
• from a mainstream programme to an adapted programme
• between adapted programmes
• from a programme with an equivalent educational standard to a programme with a lower educational standard, or
• between an adapted programme and a special education programme.

A transfer is considered where the pupil’s educational progress, functioning, support needs or circumstances have changed.

The transfer normally requires a review of the placement and a new or amended placement decision. The assessment takes account of:

• the pupil’s progress and achievement
• the ability to attain the standards of the proposed programme
• the level and type of support required
• the views of the parents and the pupil
• reports from teachers and specialist staff, and
• the conditions available in the proposed school or institution.

Upper secondary education

Students in adapted upper secondary programmes progress to the next year when they:

• complete the obligations prescribed by the programme, and
• receive positive final marks in all subjects or modules.

The rules on reassessment, repetition and completion are generally based on those applying to the corresponding mainstream upper secondary programme, with adaptations determined by the student’s placement decision and individualised programme.

Certification

Schools and institutions issue certificates and report cards in accordance with nationally prescribed rules.

Assessment may be adapted to the pupil’s individual needs. Adaptations may relate to:

• the form of assessment
• the time allowed
• the method of communication
• the use of assistive technology
• the physical environment
• the provision of breaks, and
• written, oral, practical or computer-based assessment.

Basic school programmes with an equivalent educational standard

Pupils who complete an adapted programme with an equivalent educational standard receive the same certificate as pupils who complete the corresponding mainstream programme.

The certificate has the same legal status and provides access to further education under the same general conditions.

Students who complete an adapted upper secondary vocational or technical programme receive the qualification awarded for the corresponding nationally recognised programme.

Adapted basic school programme with a lower educational standard

Pupils receive:

• descriptive final assessments in Grades 1 to 3, and
• numerical final marks from Grade 4 onwards.

Where a pupil attends individual subjects in a mainstream programme, assessment in those subjects follows the rules of the mainstream programme. This is indicated in the pupil’s school documentation and certificate.

On completing the adapted basic school programme with a lower educational standard, pupils receive a nationally recognised certificate confirming completion of the programme.

The certificate provides access to the forms of continuing education specified for graduates of this programme, including short upper secondary vocational programmes.

Special education programme

Participants in the special education programme receive descriptive reports on their development, participation and achievement in relation to their individualised programme.

On completing the compulsory part of the programme, the school issues a certificate confirming fulfilment of the compulsory basic education obligation. The certificate includes a descriptive record of the participant’s achievements.

Completion of the special education programme does not lead to a qualification equivalent to a mainstream basic or upper secondary school certificate.

Post-rehabilitation practicum

Upper secondary students who complete the post-rehabilitation practicum receive a certificate issued by the school or institution providing the programme.

The certificate records completion of the relevant education and training but does not replace the certificate or qualification awarded on completion of a mainstream or adapted upper secondary education programme.