Children and young people with special educational needs are educated within a framework based on the principles of inclusion and equal access to education (Učenci s posebnimi potrebami v osnovnih šolah, 2025/2026). Educational provision is adapted to their individual needs through adjustments to the organisation and delivery of education. Additional professional assistance, physical assistance and other forms of support are provided in accordance with a formal placement decision.

Most children with special educational needs attend mainstream basic schools, where they receive appropriate adaptations and additional professional assistance. Similarly, most learners from other groups that may require additional support, including Roma pupils, immigrant pupils and foreign nationals, participate in mainstream education programmes. Mainstream schools also provide differentiated and individualised support for gifted learners, taking account of their abilities, interests and potential.

Further information on provision at different levels of education is available under:

• Preschool education for children with SEN Predšolska vzgoja za otroke s posebnimi potrebami
• Basic education for children with SEN Osnovnošolsko izobraževanje za otroke s posebnimi potrebami
• Secondary education for children with SEN Srednješolsko izobraževanje za otroke s posebnimi potrebami

Definition of the target group(s)

Children with special educational needs (children with SEN)

Under the Zakon o usmerjanju otrok s posebnimi potrebami, children with special educational needs are:

• children with intellectual disabilities
• blind and partially sighted children and children with impaired visual functioning
• 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 disorders.

These are children who require either adapted delivery of education programmes with additional professional assistance, adapted education programmes or special education programmes.

The law on early intervention Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami establishes a comprehensive early intervention system for preschool children with special needs and their families. Its purpose is to support children’s development, strengthen families’ capacities and improve the social inclusion and quality of life of both children and their families.

For the purposes of early intervention, children with special needs are those with developmental delays, deficits, impairments, or disorders affecting their physical, cognitive, sensory, social-emotional, or communication development, as well as those with long-term illnesses.

The Act also identifies children at developmental risk as a target group. These are children exposed to factors that may result in developmental delays, deficits, impairments or disorders. Risk factors may arise during pregnancy, childbirth or the immediate postnatal period. They may also emerge later because of illness or adverse social or economic circumstances.

Children with special needs and children at developmental risk may be identified within the family, through preventive and other healthcare services, in kindergartens, schools or social welfare institutions, or by social work centres.

Early intervention services are provided by early intervention centres. Where recommended by an early intervention centre, such services may also be delivered within the public network by:

• public kindergartens and other educational institutions
• social welfare institutions
• social work centres
• mental health centres; and
• counselling centres.

Slovenian legislation also provides specific measures to ensure equal educational opportunities for deaf and deafblind children. These include communication support in Slovenian Sign Language, specialised forms of communication, and professional support for deafblind children.

Placement commissions operating within the National Education Institute Slovenia assess children’s educational needs in a prescribed procedure. They recommend the appropriate education programme and institution and determine the necessary adaptations, the scope and type of additional professional or physical assistance, and other entitlements, such as free transport or adapted equipment.

In preparing their expert opinion, placement commissions take into account statutory criteria, the child’s developmental level and learning abilities, the child's capacity to meet educational standards, and the nature and prognosis of the child's deficits, impairments, or disorders. The detailed criteria are set out Kriteriji za opredelitev vrste in stopnje primanjkljajev, ovir oz. motenj otrok s posebnimi potrebami.

The National Education Institute Slovenia issues the placement decision. Parents may appeal against it. Appeals are decided by the ministry responsible for education on the basis of an expert opinion issued by a second-instance placement commission.

Gifted learners

Slovenian legislation also recognises gifted learners as a group whose educational needs may require adaptations. Gifted learners are those who demonstrate exceptionally high intellectual abilities or outstanding achievements in particular academic fields, the arts or sports. Zakon o osnovni šoli, Zakon o gimnazijah, and Zakon o poklicnem in strokovnem izobraževanju, schools are required to adapt educational provision to the needs of gifted pupils and students.

Specific support measures

Kindergartens, basic schools and upper secondary schools must provide children with special educational needs with appropriate conditions for education and development. Education programmes may be adapted in terms of their organisation and delivery. Adaptations may concern the learning environment, teaching methods, educational materials and equipment, timetables, assessment, progression and other aspects of the education process.

Preschool education is available to children from the age of 11 months until they enter basic education. Participation is voluntary. Preschool education for children with special educational needs is provided through:

• a preschool programme with adapted implementation and additional professional support (mainstream groups) Program za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo (redni oddelki), and
• a specialised preschool programme for children with special educational needs (developmental groups) Prilagojen program za predšolske otroke (razvojni oddelki).

Mainstream kindergarten groups implementing a programme with adapted delivery and additional professional assistance may include children with mild intellectual disabilities, visual impairments, hearing impairments, speech and language disorders, physical impairments, long-term illnesses or autism spectrum disorders.

Developmental groups may include children with moderate, severe or profound intellectual disabilities, blind and partially sighted children and children with visual impairments, deaf and hard-of-hearing children, children with speech and language disorders, children with physical impairments and children with autism spectrum disorders.

Effective early intervention requires cooperation between kindergartens, parents, healthcare services, social work centres, social welfare institutions, non-governmental organisations and other relevant bodies. Kindergartens, educational institutions, early intervention centres and other healthcare providers cooperate through multidisciplinary teams.

Cooperation may begin before a child enrols in a kindergarten or institution or after enrolment, where new or additional early intervention services are required. Communication between parents, the early intervention team in the kindergarten or institution, the early intervention centre, healthcare providers and other bodies involved in supporting the child is intended to safeguard the best interests of the child and family.

Parents have the right to participate in planning the life and work of the kindergarten or institution. In agreement with the preschool teacher, they may participate in group activities while respecting the professional autonomy of the education staff. They also participate in planning support for their child and in preparing the support plan for the child and family.

Children with special educational needs attending mainstream basic or upper secondary general, technical and vocational programmes may attain the same education standards and qualifications as their peers.

Programmes with adapted delivery and additional professional assistance in mainstream basic and upper secondary schools are available, according to the placement decision, to children with:

• mild intellectual disabilities
• visual impairments, including blind and partially sighted children
• hearing impairments, including deaf and hard-of-hearing children
• speech and language disorders
• physical impairments
• long-term illnesses, and
• autism spectrum disorders.

Education staff follow the guidelines Navodila za prilagojeno izvajanje izobraževalnega programa osnovne šole z dodatno strokovno pomočjo za delo z učenci s posebnimi vzgojno-izobraževalnimi potrebami. Depending on the type of deficit, impairment or disorder, the guidelines recommend adaptations to the learning environment, teaching aids and equipment, organisation of time, teaching arrangements, assessment and evaluation.

Pupils who complete an adapted basic school programme with lower educational standards may continue their education in a short upper-secondary vocational programme.

Kindergartens and schools prepare an individualised programme for each child with special educational needs. The programme is prepared in cooperation with the child’s parents and, where appropriate, with the child.

Individualised programme

The individualised programme sets out:

• educational and developmental objectives;
• teaching and support methods;
• strategies for inclusion in the group or class;
• the form and scope of additional professional assistance;
• the use of adapted educational technology and equipment;
• physical assistance;
• interpretation in Slovenian Sign Language or other communication support;
• adaptations to the organisation and delivery of education;
• adaptations to assessment, progression and timetabling;
• ways of achieving the required education standards;
• arrangements for transferring between programmes; and
• support for developing independence in everyday life, education and work.

Additional professional assistance

Additional professional assistance includes counselling, assistance in overcoming deficits, impairments and disorders and, in schools, learning support. The arrangements are specified in the rules Pravilnik o dodatni strokovni in fizični pomoči za otroke s posebnimi potrebami.

Additional professional assistance may generally be provided for up to five hours per week. At least one hour is allocated to counselling intended to foster an inclusive environment. The scope and form of assistance depend on the child’s level of education and the nature and extent of their special educational needs. Blind and partially sighted children and children with multiple disabilities may be entitled to up to three additional hours per week.

Assistance may be provided individually or in a group, either inside or outside the class. It is delivered during kindergarten activities or school lessons and is incorporated into the child’s individualised programme.

Assistance in overcoming deficits, impairments or disorders is provided by appropriately qualified education professionals, including specialists in special and rehabilitation education, inclusive education, social pedagogy or psychology. Learning support may be provided by teachers with additional professional knowledge and skills or by professionals qualified to provide assistance in overcoming deficits, impairments or disorders. Where a kindergarten or school does not employ an appropriately qualified professional, assistance may be provided by a mobile professional service.

Counselling is intended to create a supportive environment and facilitate the child’s inclusion. It may be provided to the child’s family, education staff working with the child and other children in the group or class. Counselling may involve school counsellors, preschool teachers, teachers, professionals from public education or social welfare institutions and external specialist bodies.

Physical assistance

Children who require assistance with movement, mobility, personal care, communication or participation in educational activities may be assigned a permanent or temporary assistant. A permanent assistant may be assigned to a child with a severe physical impairment who requires continuous physical assistance. A temporary assistant may be assigned where assistance is required only for particular activities in or outside the kindergarten or school.

Permanent or temporary assistance may also be provided to blind preschool children and, exceptionally, during compulsory or extended basic school programmes. Temporary assistance intended to facilitate participation in particular educational activities may also be assigned to children with visual impairments, visual functioning disorders, long-term illnesses, autism spectrum disorders or emotional and behavioural disorders. The form, scope and conditions of physical assistance are specified in the placement decision and the relevant rules Pravilnik o dodatni strokovni in fizični pomoči za otroke s posebnimi potrebami.

Reduced number of children in a class

The inclusion of a child with special educational needs may also affect the permitted size of a kindergarten group or school class. A placement commission may recommend reducing the number of children or students in accordance with applicable norms.

A kindergarten group may generally include no more than two children with special educational needs. The presence of a child with an assistant does not in itself result in a reduction in group size.

Where a school’s expert group proposes reducing the number of pupils and consequently forming an additional class, the school must obtain the consent of the ministry responsible for education. Upper secondary vocational and technical programmes may also be organised in classes with fewer students. The extent of the reduction depends on the number of students with special educational needs included in the class.

Assessment and marking

Assessment, external assessment and progression may be adapted to the abilities and needs of pupils and students with special educational needs. Adaptations primarily concern assessment methods and formats, the form of questions and responses, the timing and organisation of assessment, the presentation of written materials, the use of assistive technology and equipment, and the physical environment.

For example, an assessment may be divided into shorter sections, more time may be allowed, or the learner may use adapted materials or assistive technology. Adaptations for pupils with specific learning difficulties are described in the guidelines for the adapted delivery of the basic school programme.

Pupils with special educational needs may also receive adaptations in the national assessment of knowledge to ensure an equal opportunity to demonstrate their knowledge. These may include:

• additional time
• breaks during written examinations or listening tasks
• the presence of an assistant
• an adapted room or equipment
• the use of special aids; and
• adaptations to the assessment method, including exemption from individual tasks where these cannot appropriately assess the pupil’s knowledge.

Candidates with special educational needs may receive adaptations in the general or vocational Matura and in final examinations. These may include:

• additional time in written or oral examinations
• breaks during examinations or listening tasks
• a separate or specially adapted examination room
• adapted equipment
• computer-assisted examination
• the use of special aids
• the presence of an assistant
• adapted examination materials
• adaptations to the internal part of the Matura; and
• adapted assessment procedures.

Adaptations to the Matura are regulated by the rules Pravilnik o načinu izvajanja mature za kandidate s posebnimi potrebami.

Space and equipment

Kindergartens and schools must provide appropriate aids and equipment and ensure that buildings and educational premises are accessible to children with special educational needs.

Transfer between programmes

Transfer between education programmes is also possible. Pupils attending adapted programmes with lower education standards may participate in individual subjects within the mainstream basic school programme. Pupils attending a special education programme may transfer to an adapted programme with lower education standards where this is appropriate to their abilities and needs.

Cooperation with other institutions

Mainstream kindergartens and schools cooperate with specialised schools and institutions that employ professionals with expertise in particular deficits, impairments and disorders. These institutions provide additional professional assistance through mobile services, advise education staff and parents, and organise training for teachers and shorter programmes for children and young people.

Specialised institutions for deaf and hard-of-hearing children, blind and partially sighted children and children with physical impairments have an important role in supporting inclusion in mainstream education. Some institutions also include healthcare units that provide health services and rehabilitation programmes complementing education and training.

In supporting children with emotional and behavioural disorders, schools cooperate with social work centres and other relevant services. Children with less severe difficulties generally attend mainstream schools. Where more intensive support is required, children may be placed in specialised educational institutions. Under the Družinski zakonik, courts may also decide on a child's placement in such an institution.

Counselling centres for children, adolescents and parents provide multidisciplinary support for learning, emotional, behavioural, psychosocial and mental health difficulties. Their services include assessment, counselling, corrective interventions and therapy.

The National Education Institute Slovenia is responsible for the placement procedures for children with special educational needs. It also contributes to the professional development of education staff and supports the introduction of new approaches to the education of children with special educational needs. Kindergartens and schools cooperate with schools and institutions to educate children with SEN, who have pedagogues and experts on individual disabilities, impairments, and deficiencies on staff. They provide children in mainstream kindergartens and schools with additional professional assistance through a mobile service.

Gifted learners

Schools provide specific support measures for gifted learners alongside provision for children with special educational needs. In basic education, schools identify gifted pupils and provide differentiated and individualised content, teaching methods and forms of work. Gifted pupils may participate in additional classes, enrichment activities and other forms of individual or group support.

The professional framework is provided by the concept Koncept prepoznavanja nadarjenih otrok, učencev in dijakov ter vzgojno-izobraževalnega dela z njimi.

The concept is based on the principles of inclusion, personalised learning, authentic interpersonal relationships and high expectations for all learners, while encouraging gifted learners to pursue excellence. It describes the identification of giftedness as a long-term, continuous and dynamic process that begins in early childhood education and continues throughout schooling. Different forms of giftedness may become apparent at different stages, and individual development may vary in pace and intensity.

Through differentiation, individualisation and personalisation, education staff create learning environments in which learners’ potential can be identified, expressed and further developed. Identification and support involve cooperation with parents and, where appropriate, external experts and mentors.

Preschool teachers, teachers, school counsellors, mentors and coordinators for gifted education are responsible for:

• identifying and monitoring giftedness and developmental potential;
• planning and implementing adaptations to teaching and other educational activities;
• using approaches that promote deeper learning, creativity, inquiry and higher-order thinking;
• providing individualised challenges based on learners’ strengths, interests and needs;
• mentoring gifted learners and supporting their personal, social and academic development;
• cooperating with parents and relevant professional institutions; and
• paying particular attention to learners from disadvantaged or underrepresented groups whose abilities may be more difficult to identify.

Exceptionally gifted upper secondary students may be granted special status. Under the rules Pravilnik o prilagoditvah šolskih obveznosti dijaku v srednji šoli, the school adapts the delivery of the education programme to the student’s needs. Where appropriate, adaptations may also affect the duration of the programme.

The school prepares an individual education plan in cooperation with the student and, in the case of a minor, their parents. The plan sets out adaptations to teaching, learning and assessment arrangements and defines the rights and responsibilities of the student and the school.

The overall aim of provision for gifted learners is to create conditions in which they can develop their potential fully and attain high levels of personal, social and academic development.

Additional support for immigrant learners, learners whose first language is not Slovenian and members of the Roma community is described under Support measures for learners in early childhood and school education.