This page was last modified on 21 February 2013, at 00:02.

Belgium-Flemish-Community:Special Education Needs Provision within Mainstream Education

From Eurydice

Jump to: navigation, search

Overview Belgium (Flemish Community)

Contents

Belgium-Flemish-Community:Political, Social and Economic Background and Trends

Belgium-Flemish-Community:Historical Development

Belgium-Flemish-Community:Main Executive and Legislative Bodies

Belgium-Flemish-Community:Population: Demographic Situation, Languages and Religions

Belgium-Flemish-Community:Political and Economic Situation

Belgium-Flemish-Community:Organisation and Governance

Belgium-Flemish-Community:Fundamental Principles and National Policies

Belgium-Flemish-Community:Lifelong Learning Strategy

Belgium-Flemish-Community:Organisation of the Education System and of its Structure

Belgium-Flemish-Community:Organisation of Private Education

Belgium-Flemish-Community:National Qualifications Framework

Belgium-Flemish-Community:Administration and Governance at Central and/or Regional Level

Belgium-Flemish-Community:Administration and Governance at Local and/or Institutional Level

Belgium-Flemish-Community:Statistics on Organisation and Governance

Belgium-Flemish-Community:Funding in Education

Belgium-Flemish-Community:Early Childhood and School Education Funding

Belgium-Flemish-Community:Higher Education Funding

Belgium-Flemish-Community:Adult Education and Training Funding

Belgium-Flemish-Community:Early Childhood Education and Care

Belgium-Flemish-Community:Organisation of Childcare

Belgium-Flemish-Community:Teaching and Learning in Childcare

Belgium-Flemish-Community:Assessment in Childcare

Belgium-Flemish-Community:Organisation of Pre-Primary Education

Belgium-Flemish-Community:Teaching and Learning in Pre-Primary Education

Belgium-Flemish-Community:Assessment in Pre-Primary Education

Belgium-Flemish-Community:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Belgium-Flemish-Community:Primary Education

Belgium-Flemish-Community:Organisation of Primary Education

Belgium-Flemish-Community:Teaching and Learning in Primary Education

Belgium-Flemish-Community:Assessment in Primary Education

Belgium-Flemish-Community:Organisational Variations and Alternative Structures in Primary Education

Belgium-Flemish-Community:Secondary and Post-Secondary Non-Tertiary Education

Belgium-Flemish-Community:Organisation of the First Stage of Secondary Education

Belgium-Flemish-Community:Teaching and Learning in the First Stage of Secondary Education

Belgium-Flemish-Community:Assessment in the First Stage of Secondary Education

Belgium-Flemish-Community:Organisation of the Second and Third Stage of Secondary Education

Belgium-Flemish-Community:Teaching and Learning in the Second and Third Stage of Secondary Education

Belgium-Flemish-Community:Assessment in the Second and Third Stage of Secondary Education

Belgium-Flemish-Community:Organisation of Vocational Secondary Education

Belgium-Flemish-Community:Teaching and Learning in Vocational Secondary Education

Belgium-Flemish-Community:Assessment in Vocational Secondary Education

Belgium-Flemish-Community:Organisation of secondary-after-secondary education

Belgium-Flemish-Community:Teaching and learning in secondary-after-secondary education

Belgium-Flemish-Community:Assessment in secondary-after-secondary education

Belgium-Flemish-Community:Higher Education

Belgium-Flemish-Community:Types of Higher Education Institutions

Belgium-Flemish-Community:First Cycle Programmes

Belgium-Flemish-Community:Bachelor

Belgium-Flemish-Community:Short-Cycle Higher Education

Belgium-Flemish-Community:Second Cycle Programmes

Belgium-Flemish-Community:Programmes outside the Bachelor and Master Structure

Belgium-Flemish-Community:Third Cycle (PhD) Programmes

Belgium-Flemish-Community:Adult Education and Training

Belgium-Flemish-Community:Distribution of Responsibilities

Belgium-Flemish-Community:Developments and Current Policy Priorities

Belgium-Flemish-Community:Main Providers

Belgium-Flemish-Community:Main Types of Provision

Belgium-Flemish-Community:Validation of Non-formal and Informal Learning

Belgium-Flemish-Community:Teachers and Education Staff

Belgium-Flemish-Community:Initial Education for Teachers Working in Early Childhood and School Education

Belgium-Flemish-Community:Conditions of Service for Teachers Working in Early Childhood and School Education

Belgium-Flemish-Community:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Belgium-Flemish-Community:Initial Education for Academic Staff in Higher Education

Belgium-Flemish-Community:Conditions of Service for Academic Staff Working in Higher Education

Belgium-Flemish-Community:Continuing Professional Development for Academic Staff Working in Higher Education

Belgium-Flemish-Community:Initial Education for Teachers and Trainers Working in Adult Education and Training

Belgium-Flemish-Community:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Belgium-Flemish-Community:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Belgium-Flemish-Community:Management and Other Education Staff

Belgium-Flemish-Community:Management Staff for Early Childhood and School Education

Belgium-Flemish-Community:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Belgium-Flemish-Community:Education Staff Responsible for Guidance in Early Childhood and School Education

Belgium-Flemish-Community:Other Education Staff or Staff Working with Schools

Belgium-Flemish-Community:Management Staff for Higher Education

Belgium-Flemish-Community:Other Education Staff or Staff Working in Higher Education

Belgium-Flemish-Community:Management Staff Working in Adult Education and Training

Belgium-Flemish-Community:Other Education Staff or Staff Working in Adult Education and Training

Belgium-Flemish-Community:Quality Assurance

Belgium-Flemish-Community:Quality Assurance in Early Childhood and School Education

Belgium-Flemish-Community:Quality Assurance in Higher Education

Belgium-Flemish-Community:Quality Assurance in Adult Education and Training

Belgium-Flemish-Community:Educational Support and Guidance

Belgium-Flemish-Community:Special Education Needs Provision within Mainstream Education

Belgium-Flemish-Community:Separate Special Education Needs Provision in Early Childhood and School Education

Belgium-Flemish-Community:Support Measures for Learners in Early Childhood and School Education

Belgium-Flemish-Community:Guidance and Counselling in Early Childhood and School Education

Belgium-Flemish-Community:Support Measures for Learners in Higher Education

Belgium-Flemish-Community:Guidance and Counselling in Higher Education

Belgium-Flemish-Community:Support Measures for Learners in Adult Education and Training

Belgium-Flemish-Community:Guidance and Counselling in a Lifelong Learning Approach

Belgium-Flemish-Community:Mobility and Internationalisation

Belgium-Flemish-Community:Mobility in Early Childhood and School Education

Belgium-Flemish-Community:Mobility in Higher Education

Belgium-Flemish-Community:Mobility in Adult Education and Training

Belgium-Flemish-Community:Other Dimensions of Internationalisation in Early Childhood and School Education

Belgium-Flemish-Community:Other Dimensions of Internationalisation in Higher Education

Belgium-Flemish-Community:Other Dimensions of Internationalisation in Adult Education and Training

Belgium-Flemish-Community:Bilateral Agreements and Worldwide Cooperation

Belgium-Flemish-Community:Ongoing Reforms and Policy Developments

Belgium-Flemish-Community:National Reforms in Early Childhood Education and Care

Belgium-Flemish-Community:National Reforms in School Education

Belgium-Flemish-Community:National Reforms in Vocational Education and Training and Adult Learning

Belgium-Flemish-Community:National Reforms in Higher Education

Belgium-Flemish-Community:National Reforms related to Transversal Skills and Employability

Belgium-Flemish-Community:European Perspective

Belgium-Flemish-Community:Legislation

Belgium-Flemish-Community:Glossary

 

Definition of the target group(s)

Support within mainstream education

Special needs hours are allocated for pupils who need extra attention because their development or learning has fallen behind or because of their socio-economic status.

Integrated education (GON)

Integrated education can be provided at the level of nursery, primary, secondary and higher education (including higher vocational education but excluding university education).

Integrated education pupils must satisfy the conditions for both mainstream and special education. Schools are required to draw up an integration plan for them, i.e. an action-centred declaration of commitment over the long term, including:

  • a description of the problem and the assistance needs of the pupil, parents and school team;
  • the nature of colleague support (team-based working), pupil-based working, and parent-based working;
  • planning (intensity, progression through the school year, disciplines involved, location, etc.);
  • material adaptations and material support (special educational resources);
  • the involvement of the Centre for Pupil Guidance (CPG).

Integrated education pupils who are directed towards types 1, 3 and 8 must have attended full-time education of the type in question for at least nine months during the previous school year.

For integrated education pupils with autism, an ASS diagnosis (for autism spectrum disorders) must be drawn up by a (child) psychiatrist, an autism reference centre or a COS (Centre for Developmental Problems).

With complete integration the pupil attends all lessons and activities in mainstream education. With partial integration the pupil attends at least two half-days per week of mainstream education.

From 1 September 2011, pupils in integrated education (in mainstream secondary education or higher education) no longer need to have a decision by the Advisory Commission For Special Education in order to be able to continue attending integrated education after the age of 21 or attend it for the first time after that age.

Inclusive education (ION)

Children with a moderate or severe intellectual disability (type 2) can be supported in mainstream primary (not nursery) and secondary education by schools for type 2 special education, which receive supplementary teaching periods and an integration allowance for the purpose. The support in this system of inclusive education is limited to 100 pupils.

The pupil must have an enrolment report (attestation and report) admitting him/her to type 2 special education [see 12.2.2] and must satisfy the admission conditions of the 1st grade in the 1st stage of SE. They then enter mainstream education with an attestation. The pupil must also be fully and permanently integrated in mainstream education. At the start of the support provision, an integration plan must be drawn up for the pupil.

Specific Support Measures

Support within mainstream education

Increasing participation in nursery education

Participation in nursery education (on a voluntary basis) is very high (in 2008-2009 it was 99% in the 3rd nursery class, and more than 97.7% in the induction class). Those not participating or participating insufficiently are usually disadvantaged children and/or children from ethnic backgrounds. To increase their participation, a stimulus plan with various strands has been in operation since 2007. (See circular BaO/2007/04).


1) Data collection has become more efficient. Use is made of the national population register in order to check enrolments systematically [see 2.1.4]. The Data Protection Authority gave permission to pass on the list of infants who have not been registered in education to Child and Family [See Childcare, 4.1], so that the parents can be contacted. During house calls the district nurse tries to find out why the child has not been registered and points out the importance of infant participation to the parents.

Via DISCIMUS, schools, centres for part-time education and AgODi, the Agency for Educational Services, will be able to exchange data continously, making it possible among other things to check for double enrolments.

2) Nursery schools are receiving better support
2.1) Since 1 September 2012, a new staff allocation system has been in operation in mainstream elementary education (staff allocation decree of 6 July 2012 amending the decree on elementary education of 25 February 1997). [See 2.7-2.1] This new system has two main goals: firstly to ensure equality of staffing for nursery and primary education, and secondly to allocate part of the staffing resources on the basis of pupil characteristics rather than school characteristics. In addition, the existing categories of teaching period have been integrated: mainstream teaching periods, GOK and GOK+  teaching periods, teaching periods for schools in the peripheral and language-boundary municipalities and the municipalities in the wider periphery of Brussels, physical education teaching periods and (partially) induction teaching periods.

2.2) To make it easier for pre-schoolers to enter nursery education, nursery schools are allocated extra induction teaching periods. Pre-schoolers between the ages of 2.5 and 3 years can start nursery education even after 1 September on set induction dates [see admission conditions 4.4.2]. Since 1 September 2012, the induction teaching periods until the first school day in February have been integrated in the new staff allocation system [see 2.7-2.1]. From the first school day after the spring half-term, the Easter holiday and the Ascension day holiday, induction teaching periods can still be allocated. School management teams experiencing difficulties in finding nursery teachers for these induction teaching periods are also able to appointchildcare workers for this role (since 2008-2009).

2.3) The points allocation system offers the possibility, thanks to the care budget, of appointing a special needs counsellor or special needs coordinator and of promoting pre-schooler participation [see staff training 2.7.2.2]. The special needs counsellor coordinates special needs provision within a school, counsels pupils and teachers and can also form the link between pupil, school, parents, CPG therapist and all other bodies that can help ensure better support for the child.

Special needs hours are allocated for pupils who need extra attention because their development or learning has fallen behind or they have socio-emotional problems. Schools are relatively free to decide how they use this (for example for individual support for pupils, for coaching teachers and coordinating care initiatives, etc.).

In school years 2012-2013, 2013-2014 and 2014-2015, part of the basic staff allocation for nursery education may be converted into hours of childcare, on condition that a suitable nursery teacher cannot be found for that part of the basic allocation.

2.4) Extra SES teaching periods are allocated on the basis of the pupil's socio-economic status (see 2.7-2.1). See also GOK policy 12.3.1.1 & 12.3.2.1.

2.5) Nursery teachers at schools located in local consultation platform (LCP) municipalities where at least 25% of pupils are GOK pupils can use extra counselling (second-line support) because they are confronted with a high concentration of target group pupils.

For schools in the peripheral and language-boundary municipalities and the municipalities in the wider periphery of Brussels, there is also extra support for education in Dutch [see 12.3.2.3].

3) Financial barriers are removed by means of cost controls for all aspects closely relevant to the development goals. This is done by setting a maximum charge for activity costs and school trips lasting more than one day, and by means of a school allowance for preschool children of less affluent parents [see 3.1.4].

4)Pupil guidance centres provide support [see 12.4].

5) LCPs play a mediating role [see 2.1-2.2].

6) Parents are made aware of the importance of nursery education.

Special educational resources

Special educational resources can be made available to pupils, students or trainees with a visual, auditory or physical disability who are able to attend mainstream nursery, primary, secondary, higher or adult education. People with learning disabilities do not belong to this target group.

The resources include technical equipment, paper or digital transcripts or adaptations of lesson material, sign language interpreters and copies of fellow-students’ notes.

The Special Education Learning Resources unit of the Agency for Educational Services (AgODi) oversees the financing of special educational resources. Schools can also obtain one-off free dyslexia software packages if they submit a request stating their reasons and are positively evaluated by the Association of Network-Related Pedagogical Counselling Services. Pupils/students in mainstream full-time secondary or higher education and participants in adult education with an auditory disability can receive sign language interpreter support (Circular NO/2009/02 and VWO/2009/01.

Support by the Flemish Agency for Disabled People (VAPH)

Children and young people with a disability in mainstream education can also receive support via a PAB, personal assistance budget. See also the Education section of the website of the VAPH.

The cross-network project ‘Recording of diagnoses in education’ (Prodia) by the educational umbrella organisations and CPG centres offers a general online framework for behaviour-based diagnosis in education with a comprehensive recording protocol for reading and spelling problems, arithmetic problems, educational subnormality and intellectual disability. Recording protocols for other problems are also planned.

Integrated education (GON)

Integrated education pupils attend all or some lessons in mainstream education, temporarily or permanently, and are supported by a staff member from special education. The school for special education receives supplementary teaching periods and/or supplementary hours (integrated education package for the support of pupils, teachers and parents) for this purpose, plus an integration allowance (among other things for the staff member’s travel) via the operating budget. The integrated education package depends on the education type certificate and severity of the disability: moderate or severe.

For the provision of support for integrated education pupils with autism, extra teaching periods (elementary education) and guidance hours (secondary education) have been allocated.

Inclusive education (ION)

A special education type 2 school that supports inclusive education pupils receives supplementary teaching periods/ teaching staff periods on a per pupil basis for this, plus an integration allowance for the support teachers’ travel expenses. This enables pedagogical and teaching support to be provided to the class teacher, team and pupil.