Towards inclusion in Norway

1. Towards inclusion in Norway Some historical lines The legislation system today steinar.theie@isp.uio.no

2. Special (Needs) Education Special education is the concrete education that students receive in schools and kindergartens. SE will include: • different teaching strategies • methodology • how the lessons are organized • how you structure the room • etc. steinar.theie@isp.uio.no

3. Special Needs Education Special needs education is a superior concept. SNE will include knowledge about: • special education • about the research field • the understanding of how individual and environmental processes influence on learning of cognitive and social skills, the mental processes etc for persons with disabilities. • understanding of the characteristics of different forms of disabilities • how the education system is functioning to support persons with disabilities and their families. steinar.theie@isp.uio.no

4. The historical lines SNE in Norway is a history of development from children segregated in institutions and special schools, through special units or classes in ordinary schools to inclusion in ordinary settings in ordinary schools and kindergartens. steinar.theie@isp.uio.no

5. The phase of foundation ( - 50’s) • The first special school for deaf children (1825) + one in 1848 • 1861 - first school for blind children • Reflects the development in Europe • 1841 - school for children at social risk (criminals) • 1858 – class for children with psycho-social problems • 1874 – school for children with developmental disabilities steinar.theie@isp.uio.no

6. Some historical lines • The phase of foundation ( - 50’s) • The phase of consciousness (the 50’s) • The phase of explanation and clarification (the 60’s) • The phase of legislation (the 70’s) • The phase of realisation (the 80’s) • The phase of reforms (the 90’s -) (Dalen 1994) steinar.theie@isp.uio.no

7. The phase of foundation ( - 50’s) • 1881 law for “abnormal children”, defined as deaf children, children with visual impairment or mental retardation • 1896 a low for children named as “neglected children” • 1889 - law to secure every child the right to education • 1915 – Separate law for special schools steinar.theie@isp.uio.no

8. The phase of consciousness (the 50’s) • New law for Special Schools – 1951 • 1955 – the education act includes “auxiliary-classes” within the ordinary schools • 1959 - service of school psychologists were incorporated in the school laws from 1955 steinar.theie@isp.uio.no

9. The phase of explanation and clarification (the 60’s) • Integration thinking with an individualized and formalized perspective • A new education act of 1969 paid attention to how to help the students through 3 perspectives (§8): • Special education should be given to student because the needed help, not because the couldn’t follow the tuition • Some principles regarding special education guidelines from the law of special schools was taken into the ordinary education act • The local administrations (on municipality level) was obliged to establish local pedagogical and psychological services steinar.theie@isp.uio.no

10. The phase of legislation (the 70’s) • The development up to the 70th is a development marked by a movement away from strongly segregated schools and institutions to a more open school system for students with disabilities. • 1971 – One law for education • The curriculum was marked by a change in concepts: Equality not equal Cooperation and participation Not borderlines but coordination Open pedagogic All education of high quality is Special education steinar.theie@isp.uio.no

11. The phase of realisation (the 80’s) • The role of special schools were discussed due to a “White paper” from the ministry of education (nr. 501980/81): • Education in the local municipality • Have the integration process gone to far and to fast? • Another White Paper (nr.61, 1984/85) about e special schools and the SNE. Focus was paid to: • How to reach high quality in SNE • Expert assessment of students with special needs • Integration Reorganisation of some of the special schools into resource centres was introduced or the first time steinar.theie@isp.uio.no

12. The phase of reforms (the 90’s -) • The reformation of The Healthcare System for Persons with Developmental Disabilities White paper nr. 67 (1986/87) Was not started before 91 Important points: No large institutions Be a part of the municipality The right to an Individual Habilitation plan The right to work The right to maximum 5 years of tertiary education The right to housing outside institutions (at least the former large on) steinar.theie@isp.uio.no

13. The phase of reforms (the 90’s -) • White paper nr. 54 (1989/90) nr. 35 (1990/91) and also nr. 61 (from 1984/85) about special schools and/or resource centres: • Reorganisation of the special schools into 13 competence centres with the country as area of responsibility: • 2 for visual impairment • 6 for hearing impairment • 1 for language And speech difficulties • 3 for psycho-social problems • 1 for reading and writing difficulties • In addition 7 regional centres for complex learning difficulties • A special program for the northern Norway steinar.theie@isp.uio.no

14. The phase of reforms (the 90’s -) Today – Statped (the system of resource centres): • 3 for visual impairment • 7 for hearing impairment • 4 for deafblindness (on regional level) and 3 with special tasks (on national level) • 5 for language- speech , reading and writing difficulties • 8 for complex learning difficulties and social and emotional problems • 2 only for social and emotional problems • 1 for profound and multiple learning disabilities • 1 for minority language and learning difficulties • 1 for early childhood intervention (0-5 years) • 1 for information technology for people with disabilities • 1 for acquired brain damage • 1 for disabled Sami persons • 1 for ADHD, Tourette syndrome and Narcolepsy • 6 schools attached to social and medical institutions steinar.theie@isp.uio.no

15. The phase of reforms (the 90’s -) Today: • Alternative schools • Individual Education Plans • The pedagogical and psychological service system (1. line) in cooperation with regional and national services • Adapted education steinar.theie@isp.uio.no

16. Adapted Education For every child Special needs Education For students that needs more support than the ordinary system can offer Adapted education steinar.theie@isp.uio.no

17. steinar.theie@isp.uio.no

18. Legislation • All children and young persons have the right to 13 years of schooling • All children must have 10 years of compulsory school from the age of six years • Teaching shall be adapted to the abilities and aptitudes of individual pupils, apprentices and trainees • Pupils who do not benefit satisfactorily from regular teaching have the right to special education steinar.theie@isp.uio.no

19. Legislation • The Act concerns primary, lower secondary and upper secondary education in public schools • The Private Education Act has similar regulations steinar.theie@isp.uio.no

20. Legislation Responsibility of the authorities: • The municipality shall provide primary and lower secondary education and special educational assistance • The county authority shall provide upper secondary education steinar.theie@isp.uio.no

21. Legislation ”Working Environment Act” for pupils New chapter in the Education Act from 2002 • The schools are to be planned, build, organised and run in consideration to the safety, health, well-being and education of the pupils • Special consideration shall be shown for pupils with disabilities already in the school steinar.theie@isp.uio.no

22. Legislation - primary and lower secondary school • Obligation and right for every child steinar.theie@isp.uio.no

23. Legislation - primary and lower secondary school Sign language tuition: • Pupils who have sign language as their first language • Primary and lower secondary school • A right to tuition both in the use of sign language and through the medium of sign language • Can be provided at a different location than the pupil’s local school • Sign language tuition is not special education steinar.theie@isp.uio.no

24. Legislation - primary and lower secondary school Braille instruction: • Partially sighted and blind pupils • Primary and lower secondary school • A right to necessary instruction in the use of Braille and necessary technical aid • + orientation and mobility instruction • According to an expert assessment • Braille instruction is not special education steinar.theie@isp.uio.no

25. Legislation - primary and lower secondary school Assessment: • Primary school: Assessment without grades • Lower secondary: Subject grades and grades for behaviour steinar.theie@isp.uio.no

26. Legislation - upper secondary education • Pupils who have completed primary and lower secondary school • Right to three years’ full-time upper secondary education • Pupils who have the right to special education, have the right to a maximum of two years’ additional upper secondary education steinar.theie@isp.uio.no

27. Legislation - upper secondary education Tuition arrangements: Upper secondary education shall lead to qualification for: • higher education • vocational qualifications • lower level of competence steinar.theie@isp.uio.no

28. Legislation - upper secondary education Training in enterprises: • Apprentice: a person entered into an apprenticeship contract to take a trade or journeyman’s examination • Trainee: a person entered into a traineeship contract to take a less extensive examination steinar.theie@isp.uio.no

29. Legislation - upper secondary education Education and training organized especially for adults: • Persons above compulsory school age who require primary and lower secondary education have a right to such education • The education shall be individually adapted • Also the right to special educationat the primary and lower secondary level • Adults with special need for basic skill training have the right to such training steinar.theie@isp.uio.no

30. Legislation - upper secondary education Adults – upper secondary: • Persons having completed primary and lower secondary level or the equivalent • Adapted to individual needs • No right to special education • No charge, but the authorities may require payment for teaching materials and equipment steinar.theie@isp.uio.no

31. Right to special education sec. 5-1 • Pupils who either do not or are unable to benefit satisfactorily from ordinary tuition have the right to special education steinar.theie@isp.uio.no

32. Legislation – Special (needs) education Expert assessment: To decide whether the pupil needs special education and what kind of tuition should be provided, the expert assessment shall consider and determine: • The pupil’s benefit from ordinary tuition • Learning difficulties and other special condition • Realistic educational objectives • Whether it is possible to provide help within ordinary educational provisions • What kind of tuition it is appropriate to provide steinar.theie@isp.uio.no

33. Legislation – Special (needs) education Administrative procedures: • The municipality or county authority takes the decision concerning special education • If the decision of the authority differs from the expert assessment, it shall be explained how the tuition fulfils the pupil’s rights pursuant to the law steinar.theie@isp.uio.no

34. Legislation – Special (needs) education Individual syllabuses: • Pupils receiving special education shall have an individual syllabus • The syllabus shall specify • educational objectives • content of the education • how tuition is to be carried out steinar.theie@isp.uio.no

35. Legislation – Special (needs) education Educational and psychological counselling service: • Each municipality and county shall provide assistance to schools in • work on organizational development • development of expertise to improve the adoption of tuition for pupils with special needs steinar.theie@isp.uio.no

36. Legislation - Day-care for school children • The municipality shall provide day-care facilities for school children both before and after school hours for class levels 1-4 • Day-care facilities shall be provided for pupils with special needs for class level 1-7 • The facilities are mainly financed by means of parents’ fee steinar.theie@isp.uio.no

37. Legislation - Children under compulsory school age • Children under compulsory school age with specific needs for special educational assistance , have the right to such assistance • This shall include parental guidance • If considered needed: kindergarten or pre-school can be defined as such “assistance” and will then be free of cost steinar.theie@isp.uio.no