Definition of the target group(s)

Specialised education is intended for children and teenagers who, on the basis of a multidisciplinary assessment, are deemed to be in need of adapted education due to their specific needs and their educational possibilities. Specialised education is organised in full-time schools.

Eight types of education are defined :

• type 1 education meets the educational and training needs of children and adolescents with slight mental retardation. It is not organised at pre-primary level ;
• type 2 education meets the educational and training needs of children and adolescents with moderate or severe mental retardation ;
• type 3 education meets the educational and training needs of children and adolescents with behavioural problems ;
• type 4 education meets the educational and training needs of children and adolescents with physical disabilities ;
• type 5 education meets the educational and training needs of sick and/or convalescent children and adolescents ;
• type 6 education meets the educational and training needs of children and adolescents with visual impairments ;
• type 7 education meets the educational and training needs of children and adolescents with hearing impairments ;
• type 8 education meets the educational and training needs of pupils with learning disabilities (aphasia/dysphasia, dyslexia, dysorthographia, dyscalculia, ...).  This type of education has to ensure the reintegration of children into ordinary education, among its main goals.  It is organised at primary level and in form 3 at secondary level.

Under certain conditions, classes with adapted teaching methods can be organised for pupils who are :

• aphasics/dysphasics ;
• autistic ;
• with multiple disabilities ;
• with severe physical disabilities that severely restrict their independence and require extensive care and nursing, but who have the intellectual ability to learn at school thanks to very specific remedial teaching methods.

There is no form of education specifically intended for gifted children.

In specialised secondary education, there are a number of forms of education in addition to the types described above. There are four forms of education that group pupils according to their abilities and their disabilities. In each form of education, courses are organised separately or jointly for several types of specialised education. Pupils of different ages may be grouped together, depending on their development as well as the size and organisation of the educational institution. With the exception of forms 3 and 4, but under certain conditions, pupils from different forms may not be grouped together in the same classes.

There are 4 forms :

• Form 1 of specialised secondary education aims to give pupils a training to enable their integration into a suitable living environment. Form I is organised in a single phase that contributes to the education of students by ensuring the optimal development of the pupils’ aptitudes to assist their personal development and ensure the greatest autonomy possible. Upon completion of schooling, the school will issue an attendance certificate covering all acquired skills.
• Form 2 of specialised secondary education aims to give pupils a general, social, and vocational education, which enables their integration (adapted work companies, ETA). Form 2 is organised in two phases : 
  • The first gives priority to socialisation and communication objectives by giving priority to general training ;
  • The second pursues the same objectives of socialisation and communication by focusing on the practical dimension through professional and creative activities aimed at preparing for social and professional life.  
  Upon completion of schooling, the school will issue an attendance certificate covering all acquired skills.
• Form 3 of specialised secondary education aims to give pupils a general, social, and vocational education, enabling them to integrate into a living and normal working environment. Form 3 is organised over three phases and constitutes full-fledged vocational training attested by a qualification certificate. 
  The latter may be supplemented, where appropriate, by a Certificate of the Second Stage of secondary education (CE2D), which falls within the competence of the Class Council. It is issued to pupils deemed able to continue their studies in the fifth year of ordinary secondary vocational education. 
  Every student leaving school without a certificate of qualification is entitled to an attestation of attendance and acquired skills or units of learning outcomes (UAA). 
  The first phase consists of : 
  • some observation time, in one or more professional sectors with a maximum duration of one school year ; 
  • a multi-skilled approach in a professional sector of a maximum duration of one school year, unless the class council gives a reasoned opinion. 
  The second phase involves multi-skilled training in an occupational group of up to two school years, unless the class council gives a reasoned opinion. The success of the second phase results in the grant of the Certificate of primary education (CEB) to the student who does not yet hold it. 
  The third phase leads to a professional qualification in a profession in the occupational group followed by the student ; its duration will vary depending on the specificity of the certification profile and the pace of learning of the student.
• Form 4 of specialised secondary education is subject to the same legal provisions, structures and penalties as those of ordinary education. It can therefore be general, technical, artistic and vocational education. Specialised secondary education in form 4 uses either an adapted programme validated by the Government or the regular education programme. In this case, an adjustment of the duration of the school path may be granted to pupils of the first degree of secondary education according to their specific difficulties.
  This form 4 education prepares for entry into working life while allowing further education until the end of upper secondary education.

Admission requirements and choice of school

The French Community network, the public grant-aided network and the independent grant-aided network all provide specialised education. Any enrolment of a child in specialised education requires a multidisciplinary assessment performed by approved institutions, and in particular the Centres for Psychological, Medical and Social Services (CPMSs) attached to schools. A report specifies the type of specialised education that corresponds to the pupil’s needs. This report is drawn up by different bodies, depending on the type of disability.

For pupils suffering from mental retardation (types 1 and 2 education), structural behaviour or personality problems (type 3 education), physical disabilities (type 4 education), or specific learning disabilities (type 8 education), the report is prepared by the Centre for Psychological, Medical and Social Services (CPMS), an educational and professional guidance office, or other approved body (the list is updated annually). The conclusions of this report must include and interpret the following data: a medical assessment, a psychological assessment, an educational assessment and a social study.

For ill and/or convalescing pupils (type 5 education), pupils with visual impairments (type 6 education), or pupils with hearing impairments (type 7 education), the report is prepared on the basis of a medical assessment performed by a paediatrician from the clinic, hospital or medical/social institution recognised by the authorities (for type 5), an ophthalmologist (for type 6), or an otorhinolaryngologist (for type 7).

For pupils attending a class which is specially adapted to their needs within one of the types of specialised education, an appendix to the certificate of admission to specialised education must be issued by a Centre for Psychological, Medical and Social Services (CPMS) or an authorised body. A list of such bodies is drawn up by the government every year.

Parents can normally enrol their child in a specialised education institution of their choice offering the level and type of education specified in the report. It is forbidden to put any kind of pressure on the parents to agree to a school that they would not choose themselves. However, free transportation is only granted to the student to go to the closest school to his home. Parents can nevertheless choose the educational network they want without losing the benefit of free transportation. In the case of a divergence of opinion between the child’s family and the educational authorities, the matter can be referred to a consultative committee for specialised education (one of which exists within each main inspection district) with a request for an opinion by the head of the family, a member of the French Community Inspectorate, the head teacher of an ordinary or specialised educational institution, or the doctor leading a team responsible for school medical inspection, especially if it is judged that the transition from one form of education to another could be seriously harmful to the pupil’s interests and education. The request for an opinion can concern :

Before giving its opinion, the Advisory Commission on Specialised Education may :

• Hearing or calling parents who may be assisted by the council of their choice ;
• Have a report drawn up by an approved steering centre.

Parents choose the body or doctor who will draw up the report. 
If they do not want to be heard or refuse to have their child examined with a view to drafting the planned report, the commission will then decide without the child having been examined. 
The Advisory Commission on Specialised Education shall communicate its opinion to the parents by registered letter. 
If the child is part of specialised education, the Advisory Commission directs the parents to the PMS centre of the school of origin (or approved centre) which indicates the type of specialised education that is suitable for the student. The PMS Centre provides a complete list of the institutions of the various networks that provide this education. 
In case of disagreement with the opinion of the committee, the parents have 30 days to inform the Advisory Commission by registered letter.  
The latter shall review the case and communicate its final opinion to the parents by registered letter. If, within fifteen days,  the parents have not taken any measures in conformity or have not notified the Advisory Commission, the latter communicates the file to the French Community’s Government, which takes the necessary measures to guarantee the student’s schooling.  
Absence of letter means parents agree.

At any time of year, a school head who is unable to enrol a pupil who has applied for enrolment is required to issue him/her with an enrolment application attestation, indicating the reasons for the refusal and the services where the pupil’s parents or guardian may obtain assistance.

Age levels and grouping of pupils

A student may be enrolled in specialised education under the following age conditions :

• Pre-primary education : from 2 years 6 months to 6 years. 
• Primary education : from 6 years to 13 years.
• Secondary education : from 13 years old (12 years for form 4 or with reasoned opinion) and up to 21 years.

However, there are a few exceptions.

Pre-primary school

Pre-primary education is organised for all types of education except type 1 (slight mental retardation) and type 8 (learning disabilities). In type 7 education (with hearing impairments), a student may be admitted before the age of two and a half years following a justified opinion from an audiophonology centre or early aid service.

Primary education

Specialised primary education is organised in 4 degrees of maturity. The degree of maturity corresponds to the stage of evolution of the pupil. The transition from one level of maturity to another is conditioned on the organisation of an exceptional class council. It is responsible for making this change in the student’s path. There are 4 degrees of maturity :

For all types of specialized education except type 2 :

• Maturity I : pre-school learning level ;
• Maturity II : initiation into school learning ;
• Maturity III : mastery and development of skills acquired ;
• Maturity IV : functional use of skills acquired.

For type 2 :

• Maturity I : acquisition of autonomy and socialisation ;
• Maturity II : pre-school learning level ;
• Maturity III : initiation into school learning ;
• Maturity IV : development.

The pupils spend one or more school years in each degree according to their pace of development.

Secondary education

The forms of secondary education are structured into phases :

• Form 1 consists of a single phase structured around the school plan. This education ensures the optimal development of the pupils’ aptitudes to assist their personal development and ensure maximum autonomy. The duration of studies varies for each pupil on the basis of his or her progress. It represents the minimum length of time required for the pupil to meet the goals set for him/her in his/her personal plan and set out in an individual learning plan (PIA) ;
• Form 2 is organised in two phases structured around the school plan. The first phase gives priority to socialisation and communication goals, notably linked with the emergence of professional skills and the expression of a personal plan. The second phase continues the goals of the first phase and lays stress on educational and training activities aimed at preparing for social and professional life. The duration of each phase is determined by the class council assisted by the body responsible for guiding pupils ;
• Form 3 is organised in three phases that hinge around the school plan. The first phase (2 school years) includes a period of observation in one or more professional sectors (1 school year), then a broad-based approach in a professional sector (e.g. construction) (1 school year). The second phase (2 school years) focuses on all-around training in a professional group, e.g. carpentry, structural construction, roofing-guttering, etc. The third phase is of variable duration depending on the targeted training profile. It leads to a professional qualification in a trade in the professional group followed by the pupil during the second phase, e.g. carpenter, tiler, roofer, etc. To pass from one phase to another, a certificate of successful completion of the previous phase is required. This is issued by the class council and is based on the acquisition of threshold skill. If the class council issues a justified positive opinion, the duration of certain phases can be adjusted.

Progression from one phase to another can be done at any time during the school year. The Specialised Education Class Council may also grant a Certificate of the Second Stage of secondary education (CE2D) to a qualified pupil, whose level of general education is sufficient. The student who has passed the 3rd phase and obtained his certificate of qualification can enroll  in the 5^th year of vocational education in secondary mainstream education.

Form 3 pupils can also receive dual vocational education and training. This type of education combines general instruction with vocational practice (decrees of 3 July 1991 and 26 March 2009). It is provided in a specialised institution and in an institution called a CEFA (Centre of Dual Vocational Education and Training). Any specialised secondary education institution may ask to work with a CEFA in the area where it is based. A pupil’s move from full-time education to dual vocational education and training is decided on by the class council. The pupil remains enrolled in specialised education.

He/she follows the courses at the specialized school for two days, and the other three days in the company in which a contract of employment has been signed. The student passes the qualification tests throughout his training. When the contract is ended for any reason, the student can directly reintegrate the full-time education of the specialized school and continue the Qualification process started in dual vocational education, at any time during the current school year. Therefore, he/she loses no training time.

Specific guidelines for dual vocational education and training are issued by means of circulars (for 2023-2024 – chapter 28 of circular letter n°8988 from 14 July 2023) ;

• Form 4 is organised on the model of ordinary education, but with different teacher support, methods and tools. 2 to 4 periods of specialised support can be provided during the year, in addition to the ordinary timetable. Moreover, dispensations can be granted from the requirement to complete the first stage in a maximum of three years to open up the possibility of a differentiated educational career which is more closely adapted to the needs of pupils who do not hold the certificate of primary education.

Curriculum, subjects

The general goals of specialised education are pupil-centred. They are as follows :

• to enable the pupil to acquire, as far as possible, a basic education and a vocational qualification by means of educational, paramedical, psychological and social support that is adapted to his or her needs ;
• to ensure him/her a broad basic education, in line with his/her needs and possibilities ;
• to observe and evaluate his/her progress continuously ;
• to help him/her to define and achieve his/her personal plan.

Specialised education is provided on the basis of the nature and the extent of the pupils’ educational needs and psychological and educational possibilities. It ensures the development of their intellectual, psychomotor, affective and social abilities while preparing them, depending on the case, for integration into an adapted home or work environment; for the exercise of a trade or profession compatible with their disability; for integration into an ordinary home or work environment; or to undertake studies up to the end of upper secondary education. Specialised education is characterised on the one hand by coordination between education and  orthopedagogical, medical, paramedical, psychological, and social interventions, and on the other hand by ongoing collaboration with the organisation responsible for guiding the pupils (CPMS).

Regulations as regards the school week, holidays, and out of school hours provision are similar to those in ordinary education, for both pre-secondary and secondary education. The decree of March 3, 2004 specifies that pre-primary and primary education is given as 28 weekly periods of 50 minutes spread over 9 half-days, but the pupils’ timetable must be continuous, with a break of at least 15 minutes in the morning and one hour between the morning and afternoon activities. In secondary education, the number of periods of 50 minutes varies from 32 to 36. On this basis, the institutions organise the timetable taking account of parameters such as the pupils’ ability to concentrate, specialised interventions for specific assistance, the availability of teachers, the organisation of specific courses such as religion or secular ethics, physical or psychomotor education, second language, and manual work. Medical, paramedical, and specific pedagogical interventions must integrate harmoniously into the programme. In secondary education, periods of work experience can be provided for forms 1 and 2 and are obligatory in phases 2 and 3 of form 3.

Curricula are the province of the controlling authorities. These curricula are adapted to the general goals pursued by education. The use of the individual learning plan (PIA) also incorporating an Individual Transition Plan (PIT) is mandatory. These documents are intended to formalize the methodological steps undertaken in order to push forward the student in his/her learning, as well as the actions and strategies implemented with the student and the people in charge of him/her to promote the student's integration into his/her adult life, in a living or working environment, adapted to his/her resources and difficulties.

At all levels and under certain conditions, the government may authorise a school to organise certain classes and educational activities in a modern language other than French (decree of 11 May 2007).

In order to encourage educational continuity in specialised education, the General Consultation Council for Specialised Education has clarified the concept of continuity (circular 2955 of 11 December 2009) in terms of consistent support for each pupil, and has proposed some basic points for consideration regarding cross-curriculum skills and subject-specific skills to be developed in the different types of specialised education. It also lays stress on certain tools such as the individual learning plan (PIA).

The decree of 12 January 2007 provides for the reinforcement of education in responsible citizenship at all levels. The measures must be adapted to the pupils in each group. The decree covers the imparting of basic pointers to enable pupils to understand civil and political society, the organisation of interdisciplinary activities relating to responsible, active citizenship, and the introduction of participatory structures for pupils, in forms 3 and 4. 

Primary level

In specialised pre-secondary education, use is made of the curricula of ordinary pre-primary and primary education, as defined within each of the networks on the basis of the Core Skills and the Initial Competence References guide gradually introduced in the context of the implementation of the Common Core. These curricula represent tools which fit into an educational continuum. Their use helps pupils acquire as many skills as possible. It is therefore necessary to define programmes in order to adapt teaching to each pupil’s specific needs. With this in mind, the Individual Learning Plan (PIA) enables the multidisciplinary team to focus on each individual’s development. The decree of 3 March 2004 gives some general guidelines for each school level.

Two periods per week of physical, sports, and/or psychomotor activities must be organised. Under certain conditions, a specialised education school may organise certain courses or educational activities in a modern language other than French or in sign language. In type 7 education, for the deaf and hard of hearing, sign language must be included in the school plan. In this context, pupils may receive at least two periods per week of immersion in sign language. These courses do not exclude the study or the immersion in oral French or the study of written French.

Secondary level

In secondary education there are guidelines for each form of education. For form 1, the activities must favour the pupils’ development and ensure the greatest autonomy possible for them. Work experience can be organised. The curricula of ordinary primary education are referred to, but must be adapted to the pupils’ specific needs.

For form 2, in each phase, the educational activities are developed through a concrete and functional pedagogy that simultaneously facilitates the acquisition of basic skills at the cognitive, psychomotor, and socio-affective levels, and skills of a professional and creative nature. Work experience can be organised during the second phase. The curricula of ordinary primary education are referred to, but must be adapted to the pupils’ specific needs.

For form 3, the three phases include general and social education courses on the one hand, and vocational training courses on the other hand. The general and social courses must cover at least 13 periods per week in the first phase, and 9 periods per week in the second and third phases. This form of education is organised in vocational sections (for example: construction, clothing, personal services, etc.), then in vocational groups in the second phase (for example: construction finishing work, catering, social and family services, etc.) which then lead on to professions in the third phase (for example: carpenter, mason, domestic help, etc.). During the second and third phases, work experience is organised. For form 3, skills thresholds have been defined. These form a reference guide which sets out in a structured manner the skills which are expected to be acquired up to a certain level by the end of each phase.

In dual vocational education and training, courses consist of at least 600 fifty-minute periods per year. In addition, the curriculum must include at least 600 hours of on-the-job training in a company. The training year may be organised in accordance with the school calendar, or according to a different system, for example in training modules. If for any reason it proves impossible to arrange at least 600 hours of on-the-job training in a company in one year, additional periods of vocational training may be organised in specialised education. However, the time spent on on-the-job training activities in the company may not be less than 300 hours per year of training, without special dispensation.

Form 4 uses either the ordinary education curricula or adapted curricula approved by the government. The use of information and communication technologies is encouraged.

Teaching methods and materials

Under the law that ordains educational freedom, the controlling authorities choose their own teaching methods. Education methods and practices must help pupils to become increasingly autonomous. They favour any activity that helps pupils to learn how to learn.

In specialised education, an active, functional, differentiated pedagogy is recommended, centred on the pupil. The teachers and the auxiliary educational personnel are assisted by psychological, medical, paramedical, and social personnel such as speech therapists, physiotherapists, childcare nurses, social workers, and those responsible for specific support such as translation into sign language, transcription into Braille, etc.

The General Consultation Council for Specialised Education encourages the educational teams to share certain values such as the importance of regarding the pupil as an actor in his/her learning, individual personal development, the introduction of differentiated pedagogy focusing on formative evaluation, the importance of teamwork from a multidisciplinary viewpoint, supporting each pupil as he/she chooses his/her orientation, etc.

The use of an individual learning plan (PIA) is compulsory : this is prepared for each pupil and modified throughout his/her schooling by the class council, on the basis of observations supplied by its members and information provided by the body that provides guidance to pupils. It defines the specific objectives to be attained during a defined period (cross-curriculum and subject-specific skills), and takes account of the pupil’s potential and his/her needs. It is from the information in the PIA that each member of the multidisciplinary team implements the work of education, re-education, and training. The pupil and his/her parents have to participate in its development. The PIA is a tool for information, communication and collaboration within the educational team. It is also a reference tool for use when making various decisions, and in particular in appeal cases.

Each network may propose specific arrangements for the introduction of the PIA for the different types and forms of education. A standard reference dossier is generally provided. The PIAs are kept by the school head and made available to members of the inspectorate. For example, for form 2 of specialised secondary education, the French Community network gives the following instructions: the PIA must be gradually defined by the class council once the pupil has been enrolled. The presence of all relevant parties is required. The council is assisted by the specialised Centre for Psychological, Medical and Social Services (CPMS). The pupil and his/her parents are invited to contribute to the compilation of the PIA. It is regularly added to and adjusted. It includes the following information :

• the pupil’s identity and basic administrative information ;
• the names of team members responsible for him/her ;
• basic information about the pupil’s situation at the time of entry into form 2 education: state of personal development, degree of socialisation, level of autonomy, communication skills, physical, psychomotor and sensorial capacity, practical skills, creativity, cognitive abilities, personal plan, etc. ;
• the objectives defined by the class council ;
• the pupil’s development, on the basis of individual evaluation sheets maintained by each member of the educational team ;
• list of behaviour skills of an interdisciplinary nature, life skills and know-how that the pupil will need to work on during the phase in question. For each interdisciplinary skill chosen, the following should be indicated: the precise behaviour to be introduced, formulated in terms of observable and measurable abilities, the means to be deployed and the resource person/people, the criteria for success that will be presented to the pupil, the times and results of evaluation and the resulting decision (transition to another target or remedial work), the means chosen for any remedial work, the results of such remedial work, the planned follow-up on skills which are judged to have been learnt (maintenance, reinforcement) ;
• a copy of any contract(s) entered into with the pupil.

In form 1 and 2 secondary education, internships are organised within the framework of life plans. Educational activities outside the school are also encouraged.

Form 3 specialised secondary education requires special organisation and management for vocational learning. It is the subject of regularly updated guidelines in the different networks: timetables, reference guides per vocation, threshold skills, internships (enabling vocations to be practised in real-life conditions). These are defined in the context of a vocational plan. Work experience is obligatory.

Since 1998, partnerships between the French Community and the Walloon and Brussels Regions have been implemented so as to equip all of the primary and secondary educational institutions, including specialised institutions, with multimedia equipment.

The organisation of teaching adapted to children who are aphasic, dysphasic, autistic, or have multiple disabilities is possible in types 2, 4, 5, 6 or 7. Under no circumstances may such teaching consist of a different educational type. A plan must have been decided on in collaboration with the institution’s personnel and be integrated into the school plan. A centre or person specialising in the disability concerned will be consulted. As far as possible, paramedical staff and teachers will be involved who have special training in educating pupils with the disability in question. The pace of learning and the daily schedule may be adjusted. It is compulsory that the following elements be ensured for each pupil: an individual learning plan, collaboration with the family, the organisation of areas for specific functions which can be identified by the pupils, a system of individual timetables, an alternative system of individual communication if necessary, the use of visual orientation features, and the organisation of activities so as to give the pupil as much autonomy as possible.

For autistic children, it is compulsory that at least one member of staff should have benefited from TEACCH (Treatment and Education of Autistic and related Communications disabled Children) training recommended by the Schopler pedagogy. The recognition of this type of class gives the school 3 % additional periods to the capital periods for the supervision of pupils in these classes.

Progression of pupils

Formative assessment is prioritised in specialised education. It aims to evaluate pupils’ progress while they are learning, to observe how they use what they have learnt and how they analyse and solve an exercise or problem. It relates to both the subject-specific skills and the interdisciplinary behavioural skills. In this connection, the class council plays a number of essential roles: evaluating the progress made by pupils, and understanding the nature of their difficulties and the origin of errors they commit in the course of learning. The Individual Learning Plan (PIA) is an important reference tool.

The methods of operation (organisation, frequency, composition) of the class council are defined in the decree of 3 March 2004.

In specialised education, the customisation of school careers and the principle of continuous progression, albeit at different paces, are incompatible with grade repetition as practised in ordinary education. In specialised pre-secondary education, a system of degrees of maturity has been introduced.

In specialised secondary education in forms 1, 2 and 3, there is a system of phases. Progress is regularly reviewed by the class council. The pupil passes phase anytime during the school year according to the acquisition of the threshold competences established by phase and on the basis of the reasoned opinion of the Council of class.  In form 4 secondary education, progression from one class to another occurs in the same way as in ordinary education, although dispensations are possible with regard to the number of years taken.

For external non-certificative assessment, tests may be adapted in light of the pupil’s disability.

A pupil regularly enrolled in specialised education can return to ordinary pre-secondary education on a decision by his/her parents or guardian or by him/herself if he/she is of legal age, on the condition that a favourable opinion has been obtained from the body responsible for pupil guidance in the specialised institute concerned.  However, a negative opinion is not binding. The study year to which the pupil can be admitted is decided by the educational team at the ordinary school. In practice, such a return occurs if the pupil has made up for a significant proportion of the shortcomings which motivated his/her transfer to specialised education and if his/her behaviour has improved significantly. In the case of a divergence of opinion between the child’s family and the educational authorities, the matter can be referred to a consultative committee for specialised education. This transfer measure should be distinguished from the total or partial integration in ordinary education of a pupil enrolled in specialised education, accompanied by specific support measures. In secondary education, pupils attending forms 1 or 2 are not concerned by the transfer to ordinary education apart from exceptional cases.

Certification

Certificative assessment is undertaken after the complete educational process, including formative assessment and any remedial action. This assessment certifies that the pupil has acquired a number of skills. It indicates to the pupil and his/her parents the degree to which the knowledge and skills concerned have been acquired. It enables the class council to take and justify its decisions at the end of the school year. Depending on his or her results, the student can obtain certificates equivalent to those of ordinary education.

The certificate of primary education

On the decision of the class council, the common external evaluation for the issuance of the Certificate of Primary education (CEB) is available to any student who completes his or her education at a specialised primary school. An adapted version (as to the presentation) is available upon request. However, the subject content is identical to the CEB of ordinary education. 
Some specific needs require the adaptation of external evaluations according to special procedures. These arrangements, set out in an annual circular, may consist of :

• An adaptation of the presentation of the test (larger writing, electronic version...) ;
• The adjustment of the procurement conditions (special equipment, overtime, etc.).

At the decision of the class council or at the request of the parents or of the public institution for the protection of young people, the common external test for the issue of the CEB shall be accessible to any pupil attending specialised secondary education in form 3. 

The common external evaluation with a view to issuing the CEB is compulsory for pupils enrolled in the 1st and 2nd years of specialised secondary education form 4, for pupils enrolled in the 1st common and 1st additional year of specialised secondary education of form 4 who do not hold the CEB.

Diplomas and certificates in secondary education

Form 1 : certificate of attendance.

Form 2 : certificate of attendance that specifies the level of skills acquired. In certain cases, pupils may obtain their certificate of primary education (CEB).

Form 3 :

• Successful completion of the first phase is attested by an achievement certificate in a vocational section ;
• Successful completion of the second phase is attested by an achievement certificate in a vocational group ;
• Successful completion of the third phase is attested by a qualification certificate for a trade, when the pupil has acquired the skills listed in a specific training profile. The qualification certificate is awarded by a qualification jury. When applicable, it may be complemented with a Certificate of the Second Stage of secondary education awarded by the class council ;
• Every pupil leaving the institution without obtaining a qualification certificate has the right to a certificate of skills acquired and a certificate of attendance issued by the headmaster in conformity with the model defined by the Government.

Form 4 : as in ordinary education (Certificate of Primary education, Certificate of the Second Stage of secondary education, Certificate of Upper Secondary Education, Certificate of Qualification).