Definition of the target group(s)

Children with special educational needs (children with SEN) under the Placement of Children with Special Educational Needs Act (Zakon o usmerjanju otrok s posebnimi potrebami) are:

• children with intellectual disabilities
• blind and partially sighted children and children with impaired visual functioning
• deaf and hard-of-hearing children
• children with deafblindness
• 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 children require adapted delivery of education programmes, additional professional assistance, or special education programmes.

For preschool children, the Law on Early Intervention (Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami) establishes a comprehensive early intervention system for 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 children and their families.

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

The Act also covers children at developmental risk. 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, or later as a result 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 or other healthcare services, in kindergartens, schools or social welfare institutions, or by social work centres.

Early intervention centres provide early intervention services. Where an early intervention centre recommends it, kindergartens and other educational institutions, social welfare institutions, social work centres, mental health centres, and counselling centres may also deliver services within the public network.

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 require schools to adapt educational provision to the needs of gifted pupils and students

Specific support measures

Children and young people with special educational needs (SEN) are educated within a framework based on the principles of inclusion and equal access to education. Educational provision is adapted to their individual needs by adjusting how education is organised and delivered. Additional professional assistance, physical assistance, and other forms of support are provided based on relevant assessment and planning procedures.

Most pupils with SEN attend mainstream basic schools, where they receive appropriate adaptations and additional professional assistance. Mainstream schools also provide differentiated and individualised support for gifted learners, taking into account 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

Statistical information is available in Učenci s posebnimi potrebami v osnovnih šolah, 2025/2026 (Source: Ministry of Education, Science and Youth)

Identification and placement

Placement commissions operating within the National Education Institute Slovenia assess children’s educational needs through 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 consider 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. The ministry responsible for education decides appeals based on an expert opinion issued by a second-instance placement commission.

Kindergartens, basic schools and upper secondary schools must provide children and learners with special educational needs (SEN) 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.

Support is based on the individual needs of the child or learner. Most children and learners with SEN are educated in mainstream kindergartens and schools, where the organisation and delivery of programmes are adapted, and additional professional assistance is provided. Children and learners who require more extensive support may attend adapted or specialised programmes.

Preschool education

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 SEN 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 SEN (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.

Early intervention provision also covers preschool children at developmental risk in accordance with the legislation on comprehensive early intervention.

The organisation and delivery of the programme, as well as the physical environment and equipment, may be adapted to the child's needs. Children may receive additional professional assistance from an early intervention specialist or another appropriately qualified education specialist. Depending on their needs, they may also receive physical assistance, support through Slovenian Sign Language or specialised support for communication with deafblind children. The number of children in a kindergarten or developmental group may also be reduced if the multidisciplinary team recommends it.

Support may be provided within or outside the kindergarten group, at the child's home or in another appropriate institution, depending on the type of support required. It is planned based on the individual family support plan or the multidisciplinary team's record at the early intervention centre.

An early intervention professional team operates within the kindergarten or institution and cooperates with the early intervention centre. It includes relevant education and counselling specialists and plans the support the child and family require.

Effective early intervention is based on cooperation between parents, kindergartens, healthcare services, social work centres, social welfare institutions and other relevant bodies. Parents participate in planning support for their child and in preparing the relevant support plan. They also have the right to participate in planning the life and work of the kindergarten or institution.

Basic and upper secondary education

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

Learners with SEN are admitted to programmes with adapted delivery and additional professional assistance based on a placement decision. The decision determines the appropriate programme and specifies the principal adaptations and forms of support the learner requires.

Support is based on identifying individual educational needs and providing appropriate conditions and adaptations to the education process. Where these needs cannot be adequately addressed through inclusive teaching practice alone, education staff plan individualised adaptations to learning, assessment and marking. Support takes account of the learner's overall functioning, interests, strengths and abilities and, taking account of their age and maturity, actively involves the learner in planning the support provided.

When planning adaptations in basic education, education staff follow the 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, the organisation of time, teaching arrangements, and assessment and marking.

Individualised programme

For a child or learner with SEN whose educational provision is determined by a placement decision, the kindergarten or school prepares an individualised programme (IP). A professional team prepares it in cooperation with the parents and, taking account of the child's or learner's age and maturity, with the child or learner.

It sets out the main framework for adapting the education programme, providing additional professional assistance and other forms of support in line with the pupil’s individual needs, strengths and interests.

In the IP, the educational institution specifies the objectives and forms of work, inclusion strategies, adaptations to assessment and marking, the achievement of education standards and progression, the use of adapted and assistive technology, physical assistance, interpretation in Slovenian Sign Language, transfer between programmes, the organisation of the timetable, and support for developing independence and for the transition to employment.

As the learner’s needs may change during their education, the IP is monitored, evaluated and, where necessary, updated on an ongoing basis. Evaluation makes it possible to assess the effectiveness of the adaptations and additional professional assistance and provides a basis for further planning of support for the learner.

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.

Additional professional assistance is provided by appropriately qualified education professionals. Where a kindergarten or school does not employ appropriately qualified staff, a mobile professional service may provide assistance.

Counselling is intended to create a supportive environment and facilitate the child's or learner's inclusion. It may be provided to the family, education staff and other children or learners in the group or class.

Physical assistance and communication support

Children and learners who require assistance with movement, mobility, personal care, communication, or participation in educational activities may receive permanent or temporary physical assistance. Permanent assistance may be provided where continuous physical assistance is required, while temporary assistance may be provided for particular activities in or outside the kindergarten or school.

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.

Deaf and hard-of-hearing learners who communicate in Slovenian Sign Language are entitled to a Slovenian Sign Language interpreter. Specific forms of communication support are also available for deafblind children.

Learning environment, group and class size, and assessment

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

Including a child or learner with SEN may also reduce the permitted size of a kindergarten group or school class, in accordance with applicable norms and the needs identified in the relevant assessment or placement procedure.

Assessment, external assessment and progression may be adapted to the abilities and needs of pupils and students with SEN. Adaptations may concern the method and format of assessment, the form of questions and responses, timing, the organisation of assessment, the presentation of written materials, the physical environment and the use of assistive technology or other equipment.

Adaptations may include additional time, breaks, an adapted examination room or equipment, assistive technology, adapted examination materials, the presence of an assistant and modifications to assessment procedures.

Pupils with SEN may receive adaptations in the national assessment of knowledge to ensure equal opportunities to demonstrate their knowledge. Comparable adaptations are available to candidates with SEN in the general matura, vocational matura and in final examinations. Adaptations to the matura are regulated by the Pravilnik o načinu izvajanja mature za kandidate s posebnimi potrebami.

Adapted programmes and transfer between programmes

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

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

At upper secondary level, schools may provide additional adaptations beyond those specified in the placement decision. In cooperation with the learner and their parents, the school may set out adaptations to the delivery of education, as well as the learner's and the school's rights and obligations, in a personal education plan.

Adapted upper secondary vocational and technical education programmes are available for certain groups of learners with special educational needs, including learners with physical impairments, blind and partially sighted learners, deaf and hard-of-hearing learners, and learners with speech and language disorders. Most of these programmes are one year longer than the corresponding mainstream programmes. Adaptations may also concern the curriculum, organisation and duration of education, assessment and marking, progression, and timetabling.

Cooperation with other institutions

Mainstream kindergartens and schools cooperate with specialised schools and institutions with expertise in particular types of 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 play an important role in supporting inclusion in mainstream education. Some institutions also include healthcare units that provide health services and rehabilitation programmes complementing educational provision.

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, while those requiring more intensive support may be placed in specialised educational institutions. Under the Družinski zakonik (DZ) (PISRS), the court decides these measures, with the social work centre participating in the proceedings and providing professional support.

There are three counselling centres for children, adolescents and parents in Slovenia. They support children, adolescents, and parents in addressing learning, emotional, educational, behavioural, psychosocial, and psychiatric difficulties and disorders. Children and their families receive comprehensive multidisciplinary team support, including diagnostic assessment, counselling, corrective interventions and therapeutic support.

The National Education Institute Slovenia is responsible for placement procedures for children with SEN and also supports the professional development of education staff and the introduction of new approaches to the education of children and learners with SEN.

Gifted learners

Schools provide specific support measures for gifted learners alongside provision for children with SEN. 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.

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.

Education staff use differentiation, individualisation and personalisation to create learning environments in which learners' abilities and potential can be identified and further developed. Support is planned in cooperation with parents and, where appropriate, external experts and mentors, with particular attention to learners whose abilities may be more difficult to identify because of disadvantage or underrepresentation.

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.

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.