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)