François JOOSTENLiepaja 13.10.2009
Belgian educational system
Focus on
special needs provision and the evolution towards inclusive education
Structure of Belgian education18-… College + university
education
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12-18j: Secondary school
General Technical Art Vocational
s.s. s.s. s.s. s.s.
s.s.e.
6 – 12j : Primary school s.e.(p.)e.
2,5 – 6j : Preschool education s.p.e.
Special education in Belgium 1970-2009
Category
S.p.e.
2,5-6 (8)
S.e.e.
6-13(15)
S.s.e.
13 – 21y
1 2 3
1. Children with a mild mental disability
X
X
2. Children wtih a moderate or severe mental disability
X X X X
3. Children with severe emotional and/or behavioural problems
X X X X X
S.p.e.
2,5-6
S.e.e.
6-13y.
s.s.e.
13 – 21y.
1 2 3
4. Children with a physical disability
X X X X X
5. Children ad-mitted to hospitals or residing in preventoriums on medical grounds
X X
6. Visual disability X X X X X
7. Aural disability X X X X X8. Learning
disabilities X
• In 1998 the Flemish Educational Council (VLOR) formulated an advice on inclusive education. The Minister of Education presented a paper on ‘Learning care’. The aim was to lay down the new regulations in a decree by 1 September 2009.
• The lines of force of the new learning care framework: getting more pupils to attend mainstream education rather than special needs education.
• Learning care will be introduced at 2016.
• Learning care is a new vision on education for children with a handicap. The concept does not assume the impairment of the child, but to the extra care which the child needs.
SPECIAL NEEDS PROVISION from 2009
SPECIAL NEEDS PROVISIONLevels
CLUSTER 1No limitations
CLUSTER 2Learning-disabilities
CLUSTER 3Functional disabilities(auditory, motor,visual)
CLUSTER 4Disabilities in interaction(autism, psychic problems)
EDUCATIONAL PROVISION
Level 1Prevention, differentiation,remediationTeamsupport by PBD/CLB
Special needs policy / GOK
Special needs policy / GOK
Special needs policy/ GOK Special teaching aids
Special needs policy / GOK
Normal educationAttainment targets;normal certificate
Level 2Facilitating, compensatory, dispenseTeamsupportby PBD/CLB/ Special schoolIndividual support CLB
Special needs policy / GOK
Special needs policy / GOK
Special needs policy/ GOKSpecial teaching aidsFinancial support
Special needs policy / GOK
Normal educationAttainment targets;normal certificate
Level 3IndividualizationIndividual education planTeamsupport by PBD/CLB/ Special schoolIndividual support CLB / Special school
- Special needs policySpecifical educational and paramedical support and operating budget
Special needs policySpecifical educational and paramedical support and operating budget
Special needs policySpecifical educational and paramedical support and operating budget
Special or ‘normal’ educationDevelopmental objectivesAlternative certificates
Level 4IndividualizationIndividual education planTeamsupport by PBD/CLBIndividual support
Special educational, paramedical and therapeutical supportResidential and semi-residential care
Special educational, paramedical and therapeutical supportResidential and semi-residential care
Special schoolDevelopmental objectivesAlternative certificates
Level 5Partial education(children in hospital)
PBD= Pedagogische BegeleidingsDienst (Pedagogical Guidance Center)CLB= Centrum voor LeerlingenBegeleiding (Pupil Guidance Center)GOK= Gelijke OnderwijsKansen (Equal Opportunities Policy)
• Four clusters will replace 8 education types within special needs education.
• The four clusters group a number of specific problems which are wider than the existing education types, thus allowing pupils to be oriented in a more flexible fashion.
• This clustering should enable both mainstream and special needs education to deal with a greater diversity.
• The first two levels are geared towards mainstream schools: level one is aimed at prevention, differentiation, remediation and compensation; level two at compensation and dispense. Schools pursue a common curriculum and pupils receive a diploma.
• In the third level pupils may attend both mainstream and special needs education. Schools in mainstream education receive the same support as schools in special needs education.
• Pupils in special needs level four attend special needs education. Both in levels three and four, schools individualise and work with individual educational planning, they pursue an individual curriculum and the pupils are given alternative certificates.
• Aside from the four special needs levels there is also a separate special needs level for children who do not go to school, be it on a temporary or permanent basis. This level comprises hospital schools and preventoriums, permanent or temporary home education and education provided in youth psychiatric services (K-services).
• 90% of the children are ranked in level 1
• 5 up to 8% in level 2
• 4 up to 5% in level 3 and 4
Inclusive education
Integration of children with special needs in regular schools with respect for their limitations.
Art. 2: respect and no discrimination for children…
Art. 29: that the education of the child will be directed to:
the development of the child's personality, talents and mental and physical
abilities to their fullest potential
Declaration of children’s rights
(1989 UNO-New York)
Factors for successful inclusive education
• 1. well-being of each child
• 2. differentiation
• 3. cooperation with parents
• 4. coordination with other teachers and
support staff
• 5. knowledge of the problems and
handicaps of the children (individual education
plan)
Adaptive education
Didactical approach with attention on differentiation, based on process- or product-oriënted child monitoring system and diagnostic teaching
Circle of diagnostic
teaching
evaluation
analysis ofmistakes (child
monitoring system)
diagnosistreatment
plan
teaching
treatment Circle of
diagnostic teaching
Product-oriënted child monitoring system
objectives outcomes
assessment
Product-oriënted child monitoring system
• detectionsystem to determine the level of attainment of the outcomes of each individual child.
• gives information for the evaluation-forms
• delivers information for the differentiated classroom-settlement
Process-oriënted child monitoring system
treatment process outcomes
Well-being involvement
• Stage 1: class screening
• Stage 2: individual observation and analysis-well-being in four relational fields (teacher, other children, class and
schoolenvironment, family)-involvement
• Stage 3: setting out the goals for action
Ideas-that-work in the classroom: adaptive and individual approach
• mini-classical approach
• cornerwork
• contractwork
• learningstrategy-support
• social and emotional education
• working with projects
• workshops
Mini-classical work
Ask for help
Working in corners
Maths-corners
Self-correction
SPECIAL NEEDS PLAN
6 themes:• Prevention and remediation of children who are
disadvantaged in learning• Education of language skills• Intercultural education• Socio-emotional development• Participation of pupils and parents• Stream through (preschool to primary school) and
orientation (primary to secondary school)