François JOOSTEN Liepaja 13 10 2009 Belgian

François JOOSTEN Liepaja 13. 10. 2009

Belgian educational system Focus on special needs provision and the evolution towards inclusive education

Structure of Belgian education 18 -… College + university education 12 -18 j: Secondary school General Technical Art Vocational s. s. 6 – 12 j : Primary school ////// 2, 5 – 6 j : Preschool education s. p. e. s. s. e. (p. )e.

Special education in Belgium 1970 -2009 Category S. p. e. S. e. e. S. s. e. 2, 5 -6 6 -13(15) 13 – 21 y (8) 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 X 3. Children with severe emotional and/or behavioural problems

4. Children with a S. p. e. S. e. e. s. s. e. 13 – 21 y. 2, 5 -6 6 -13 y. 1 2 3 X X X physical disability 5. Children admitted to hospitals or residing in preventoriums on medical grounds X X 6. Visual disability X X X 7. Aural disability X X X 8. Learning disabilities

• 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 PROVISION Levels CLUSTER 1 No limitations CLUSTER 2 Learningdisabilities CLUSTER 3 Functional disabilities (auditory, motor, visual) CLUSTER 4 Disabilities in interaction (autism, psychic problems) EDUCATIONAL PROVISION Level 1 Prevention, differentiation, remediation Teamsupport by PBD/CLB Special needs policy / GOK Special needs policy/ GOK Special teaching aids Special needs policy / GOK Normal education Attainment targets; normal certificate Level 2 Facilitating, compensatory, dispense Teamsupport by PBD/CLB/ Special school Individual support CLB Special needs policy / GOK Special needs policy/ GOK Special teaching aids Financial support Special needs policy / GOK Normal education Attainment targets; normal certificate

Level 3 Individualization Individual education plan Teamsupport by PBD/CLB/ Special school Individual support CLB / Special school Level 4 Individualization Individual education plan Teamsupport by PBD/CLB Individual support - Special needs policy Specifical educational and paramedical support and operating budget Special or ‘normal’ education Developmental objectives Alternative certificates Special educational, paramedical and therapeutical support Residential and semi-residential care Special school Developmental objectives Alternative certificates Level 5 Partial education (children in hospital) PBD= Pedagogische Begeleidings. Dienst (Pedagogical Guidance Center) CLB= Centrum voor Leerlingen. Begeleiding (Pupil Guidance Center) GOK= Gelijke Onderwijs. Kansen (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.

Declaration of children’s rights (1989 UNO-New York) 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

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

teaching treatment evaluation Circle of diagnostic teaching treatment plan analysis of mistakes (child monitoring system) diagnosis

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 Well-being outcomes 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)