INTRODUCTION..............................................................................................................................21. Brief presentation of the schools involved in the project........................................................3

LITHUANIA..............................................................................................................................................3TURKEY....................................................................................................................................................4SWEDEN...................................................................................................................................................4SPAIN........................................................................................................................................................5ROMANIA.................................................................................................................................................6CYPRUS....................................................................................................................................................7

2. Education system in each country. Definition of a special needs' student, laws...................8LITHUANIA..............................................................................................................................................8TURKEY..................................................................................................................................................12SWEDEN.................................................................................................................................................14SPAIN......................................................................................................................................................17ROMANIA...............................................................................................................................................20CYPRUS..................................................................................................................................................23

3. Work with the students having special needs: programmes. Methods, specialists, socialization, unformal education, parents' role, institutions working with these students.............................27

LITHUANIA............................................................................................................................................27TURKEY..................................................................................................................................................34SWEDEN.................................................................................................................................................37SPAIN......................................................................................................................................................44ROMANIA...............................................................................................................................................49CYPRUS..................................................................................................................................................54

4. Interesting methods (our experience we would like to share)...............................................57LITHUANIA............................................................................................................................................57TURKEY..................................................................................................................................................59SWEDEN.................................................................................................................................................60SPAIN......................................................................................................................................................61ROMANIA...............................................................................................................................................64CYPRUS..................................................................................................................................................67

5. Conclusions................................................................................................................................68LITHUANIA............................................................................................................................................68TURKEY..................................................................................................................................................69SWEDEN.................................................................................................................................................69SPAIN......................................................................................................................................................69ROMANIA...............................................................................................................................................70CYPRUS..................................................................................................................................................70

INTRODUCERE

„În ciuda creșterii standardelor de viață două probleme rămân – libertaea și destinul. Când te gândești la copil întreabă-te la nesfârșit ce trebuie să faci pentru a se desăvârși mai bine ca om; pentru a-l face mai fericit și a-l ajuta să atingă cea mai înaltă stare de bine posibilă; ce destin îi este rezervat copilului în pofida libertății lui și care este chemarea ta pentru al îngriji?”

R. Steiner

Schimbările rapide care au loc în lumea înconjurătoare reprezintă provocări permanente pentru școală – ce trebuie să fie educația, în ce fel trebuie să funcționeze pentru a duce la îndeplinire istorica misiune de educație umanului. Educația se schimbă nu numai pentru a se ajusta mediului în continuă schimbare dar și pentru dorința și necesiatatea de a-și împărtăși valorile și a încuraja progresul cultural, social și economic.

Cel mai adesea profesorul devine un ghid, un ajutor, un sfătuitor și un organizator. Profesorul se autoeducă prin exercițiul reflexiv oferit de practică, explorând și evaluând progresul elevilor, urmând fluxul în constant mișcare al informațiilor. Din acest punct de vedere studiile profesorului și permanenta sa dezvoltare implică competențe necesare în toate stagiile procesului de predare: de la selectarea conținutului până la utilizarea metodelor de predare.

Structura și conținutul cărții este determinată de scopurile principale ale proiectului “Take may hand and be my friend”: dezvoltarea, aplicarea și împărtășirea metodelor innovative de predare/învățare pentru copii cu nevoi educative speciale sunt sunt principalele forțe motrice ale proiectului nostru și al cărții de față. Dorim să atragem atenția societății asupra dezvoltării educației, socializării, a posibilităților de educație informal pentru acești copii. Obiectivul principal al “Take my hand and be my friend" este îmbunătățirea calității și accesibilității educației pentru copiii cu cerințe special prin găsirea, crearea și punerea în valoare a celor mai bune metode de la nivel european.

Prin acest parteneriat European au fost identificate, dezvoltate și create material educative care pot îmbunătăți metodele de lucru cu elevii cu CES pentru persoanele implicate (părinți, profesori, psihopedagogi, logopezi, etc.) Partenerii proiectului au împărtășit, învățat, promovat și aplicat metode, experiențe și practici moderne de a creea echipe eficiente de lucru cu copiii cu CES. Grupurile de comunicare și canalele de diseminare au fost deschise tuturor actorilor implicați din țările participante, organizții, instituții, autorități și care au beneficiat de experiența achiziționață. Aceasta a ajutat și la conturarea unei atitudini positive a societății asupra acestui grup marginalizat.

Temele principale ale proiectului au fost: Prezentarea instituțiilor noastre; Compararea sistemelor educaționale, definirea conceptelor și prezentarea legislațiilor; Metode de lucru cu elevii cu CES: programme, metode, specialiști, socializare, educație informal,

rolul părinților în educație, instituții care lucrează cu acești elevi; Experiențe interesante pe care dorim să le împărtășim; Concluzii.

Autorii speră că această carte în care se regăsesc bunele practice și experiențe ale partenerilor ( sisteme educaționale, metode de lucru, recomandări pentru părinți și specialiști) vor devein o importantă sursă de informații metodice pentru profesori, educatori dornici de a se autoperfecționa.

1. SCURTĂ PREZENTARE A ȘCOLILOR IMPLICATE ÎN PROIECT.

LITUANIASCOALA LOGOPEDICĂ ŠIAULIAIȘcoala Logopedică Šiauliai este singura școală din Lituania pentru elevi cu un spectru larg de dizabilități de comunicare, tulburări emoționale și de comportament, dificultăți legate de auz, etc. În școala sunt 128 de pedagogi și 272 de elevi. Școala furnizează educație de bază pentru elevii cu nevoi special. Școala include și un department preșcolar unde sunt educați copiii cu vârste cuprinse între 3 și 6 ani cu probleme de dezvoltare, comunicare și alte dizabilități sociale. Viziunea școlii reflectă siguranța, deschiderea și îmbunătățirea constant a instituției educative urmând valorile democratice și umaniste în activitatea sa.Școala asigură accesibilitatea în educație, support logopedic constant calificat pentru elevii cu dizabilități de comunicare și vorbire, oferă posibilitatea dezvoltării exprimării lingvistice, formând o personalitate activă capabilă să se socializeze și să se integreze în viața modern.

Sfera de activitate prioritară a școlii:

Îmbunătățirea procesului educativ prin diferențiere și individualizare; Consolidarea motivației elevilor oferind suport special complex pentru educare persoanei luând în

considerare abilitățile și atuurile individuale. Obiectivul activității școlii este furnizarea serviciilor educative către elevii cu dizabilități de

vorbire și comunicare potrivit abilităților acestora, realizând programme de educație primară, educație primară adaptată conform cu politicile naționale.

Conjugarea nivelurilor interne

Administration

Administracija

Students’ parents Mokinių

tėvai

MentorsAuklėtojai

TeachersMokytojaiSocial

pedagogue

Socialinis pedagogas

Speech therapists Logopedai

Special pedagogueSpecialusis pedagogas

LibrarianBiblioteki

ninkė

Medical and other staff

Medicinos ir kiti mokyklos darbuotojai

Teachers of self-expression

clubsSaviraiškos būrelių

vadovai

StudentsMokiniai

TUCIAȘCOALA PRIMARĂ SARIGAZI AHMET KELEŞOĞLU

Școala Primară Sarıgazi Ahmet Keleşoğlu este localizată în Sancaktepe, İstanbul,Turcia. Este o școală relative mare. Noi avem 50 de profesori. Sunt 1679 elevi în școala noastră. Cei mai mulți provin din alte zone ale Turciei datorită șomajului ridicat așa încât acești elevi au dificultăți ale limbii materne. De asemenea sunt 17 elevi integrați cu vârste cuprinse între 7 și 13 ani, copii cu dizabilități psihologice și lingvistice.

SUEDIAȘCOALA FURUVIK

Prezentare

Lycksele este un oraș din partea nordică a Suediei numită Lapland. În Lycksele avem o școală numită Furuviksskolan.Furuviksskolan este o școală publică care include o grădiniță pentru dizabilități de vorbire și comunicare și clase cu elevi cu dificultăți de vorbire și comunicare.Copiii din întreaga municipalitate vin la Furuvik dar și copii din municipalitățile invecinate. Noi trăim într-o comunitate mică cu școli mici de aceea trebuie să colaborăm în vederea asigurării educației special. Grădinița Furuvik este format din trei unități școlare dintre care una este grădinița pentru dificultăți de limbaj. Prima unitate are 18 copii cu vârste cuprinse între 1 și trei ani cu patru angajați dintre care doi sunt profesori, iar a doua are 18 copii cu vârste cuprinse între 4 și 5 ani unde sunt trei angajați dintre care doi sunt profesori. A treia unitate este grădinița integrată de logopedie. Grupa cuprinde 12 copii, dintre care 6 aparțin grădiniței de logopedie. Acești copii au fost diagnosticați de un logoped, iar părinților li s-a recomandat să aplice pentru un loc la grădinița de logopedie așa încât copiii lor să aibă cele mai bune condiții pentru dezvoltarea ulterioară a limbajului.Grădinița logopedică are 5 angajați, dintre care trei sunt profesori, unul este supraveghetor iar celălalt este logoped. Grădinița logopedică fucționează sub patronajul Cosiliului Local Västerbotten și al Municipalității Lycksele.Școala publică Furuviksskolan are 150 de elevi până la clasa a VI-a. Avem copii cu diagnostic ca: dificultăți de limbaj, elevi cu ADHD, dificultăți de citire și scriere, dislexie și de asemenea dificultăți legate de matematică. Școala a inițiat clasele de terapie logopedică în anul 2003. Educația s-a desfășurat în gupe de vârste mixte și o parte din ele în clase cu elevi obișnuiți. Școala a primit elevi din întreaga municipalitate.Din toamna lui 2010 elevii cu tulburări de limbaj frecventează clasele normale și primesc support logopedic pe baza nevoilor lor specifice. În munca cu acești elevi sunt implicațe multe personae. Municipalitatea este responsabilă cu activitățile și activitatea profesorilor, desigur. La clasele unde este nevoie există resurse pedagogice suplimentare.Profesorul de educație specială se întâlnește cu copiii la interval regulate și schițează intervenția în concordanță cu diversele nevoi ale elevilor. De asemenea profesorul de educație special are întâlniri cu profesorii de la clase pentru planificare și sprijin. În școală există, de asemenea, o asistentă medical, o

dață pe săptămână, iar doctoral școlar vizitează școala de câteva ori pe semestru. Un ofițer de la serviciul de asistențâ social vine în școală în fiecare a doua săptămână și ian parte la o întâlnire. Dacă e nevoie ca un elev să îl vadă, îi facem o rezervare. Dacă este nevoie, avem de asemenea acces la un psiholog școlar.

SPANIACPEE LATORESCARACTERISTICILE CONTEXTULUI SOCIO-EDUCAȚIONAL

1.-CONTEXTUL MEDIULUI SOCIALCPEE Latores este localizat într-o zonă semiurbană care aparține de Oiedo (oraș din nordul Spaniei). Nivelul de trai al familiilor elevilor este (nivelul veniturilor) mediu-slab în 47% dintre familii.12,75% dintre elevi provin din familii dezavantajate și 22,1% provin din grupuri diverse de familii (familii monoparentale, fără protecție, orfani, etc.)

2.- CONTEXTUL ȘCOLAR2.1 CARACTERISTICILE NOASTRE SPECIALECPEE Latores este o școală publică; totul este gratis pentru elevi inclusiv prânzul și transportul. Școala a fost construită în 1776 pentru a fi o școală specială.În 1986 prin legea 30121 din 5 Noiembrie 1986 în școala noastră este introusă Învățarea abilităților de autogospodărire, ateliere de grădinărit și tâmplărie). Din anul școlar 1999-2000 este implementat programul de instruire Tranziția la Viața de Adult (Ordin de Guvern în 22 martie, 1999).2.2-ELEVII ÎNSCRIȘI ÎN CENTRUDe-a lungul anilor centrul a înscris elevi cu cerințe educaționale specialecu cu diverse grade de severitate în concordanță cu legislația și politicile educaționale. În present majoritatea elevilor au dizabilități mentale dar cei mai mulți dintre ei au și alte limitări associate.Over the years the center has enrolled students with special educational needs of diverse nature and severity depending on the legislation and education policies. Currently the majority of our students have mental disabilities but the most of them have too a significant number of other limitations associated with. Currently, the majority of students with mental disabilities has a significant number of other limitations associated with: physical, sensory, behavioral, communicative and / or social, it is then that many students can be considered severely affected in their ability to learn and require very significant curriculum adaptations (the percentage of disability exceeds 65% in most of the students).The limitations resulting from their disability can be classified into:* Motor, difficulties in global and segmental mobility. * Sensory, visual and hearing impairments that involve poor social skills, communication difficulties, limited mobility and autonomy.* Limitation or deficiencies interaction and communication skills linked to behavioral disorders* Behavioral and personality disordersNowadays, the C.P.E.E Latores is an educational center that enrolls in school to pupils with educational special needs of permanent character. The teaching offered at the center emphasizes the development of education of all students so as to achieve the highest level of personal development and social integration. We try to establish educational practice in respect for differences, promoting equal opportunities and promoting attitudes compensating discriminatory socio-cultural realities.Pupils and the different stages: WE HAVE 134 PUPILS:

PRE-SCHOOL (from 3 to 6 years old) 26 PUPILS EBO I (from 6 to 12 years old) (IT IS EQUIVALENT TO PRIMARY) 36 PUPILS EBO II (from 12 to 16 years old)(IT IS EQUIVALENT TO SECONDARY) 37 PUPILS TVAA (from 16 to 20 years old) (TRANSITION TO THE ADULT LIFE) 31 PUPILS

There are 23 pupils (13 pre-school and 10 EBOI) in combined modality, that means that they spend some the school time in our school (sometimes they are in our school two or three days a week and the other two days in a regular school; other times they are some hours a day with us and the others in a school integrationStaff that we possess to realize our work

23 P.T. (Teachers of therapeutic pedagogy) 7 A.L. (Speech therapists) 2 E.F. (Teachers of physical education) 1 Music (Teacher of music) 1 Religion (Teacher of religion) Technical teachers F.P(Vocational training Technical teachers) 1 Guidance.(Vocational guidance) 1 Teacher Technique of Community Services (Social worker) 7 Teaching aids (To help educationally)

PROJECTS WE TAKE PART IN: Asturias in the network School libraries Education for the health Project of opening schools Escala Cooperative /FCTs Multisensory stimulation room Comenius Project ARCE Project : Stimulation and Gardening

ROMANIACENTRUL SCOLAR PENTRU EDUCATIE INCLUZIVA NR. 1 SIBIU

Centrul Scolar pentru Educatie Incluziva Nr. 1 Sibiu (School Center For Inclusive Education ) it is: a special school for children with mild and severe intellectual disability, autism, behavioral

problems, polihandicap (physically and mentally disabled) a kindergarden for severe disabled children an educational center for SEN children integrated in normal schools through our itinerant

teachers. a school for homebound children through the teachers sent to their home a school for hospitalized children through the teachers sent to hospital a resource center in te field of inclusive education for teachers and parents of SEN children of

regular school from our region. a resource center and an information point for all comunityWe have 200 students with ages between 3 and 17 years old. We also work with a number of 150

children with special needs integrated in regular schools. The school gives a basic education based on a special curriculum. We have kindergarden classes,

primary level and secondary level, according to the grade of deficiency (mild, severe).Our theachers have university degree in the field of Psychology and Special Education Pedagogy

and specialists that provide speech therapy, physical therapy, psychotherapy.Our special educational needs children came mostly from poor families and 60% from Roma

families. They have parents with no jobs that lives from welfare, with many children raised by one parent; they are children with parents abroad at work or raised by foster parents, living in orphanages or being taking care of some specific GNO. Many of our children are at the edge of society, trying to fit in but being rejected due to their family heritage and their social background. Behavioral problems (violent,

disturbing) are very common and are a sign of lack of family care and a presence of inappropriate role models.

Our school vision: ”a friendly school that gives everyone a fair chance”.

CYPRUSTHEOSKEPASTI SPECIAL SCHOOLTheoskepasti Special School is located in Paphos in the west side of Cyprus. It is the only special school in town and there are 34 full time students with special needs currently enrolled. They come from the town of Paphos and different villages around it, and their age is between 4 to 21 years. The school operates under the Ministry of Education and Culture -Department of Primary Education. In accordance with the “Education and Training of Students with Special Needs Law 113(1) of 1999 and 2001 , each child is entitled to register in a Special School from the age of 3, and may remain up to the age of 18, with the right to extend his attendance till the age of 21. For this year we have 2 students that are 19 years old and have been approved to stay for another year.

The faculty consists of a Headmistress, 2 Vice Principals, 7 Special Education teachers, a psychologist, 2 speech pathologists, 3 occupational therapists, 2 physiotherapists, a physical education teacher for special needs, a music therapist, and a carpentry teacher. We also have 11 teacher aids and 2 cleaning ladies employed at our school. We also have the Inspector of Special Education who is responsible of all special schools, special units in mainstream schools and all students receiving special education in all primary schools in Limassol and Paphos. We have six different classes, each class consisting of a maximum of 5 to 6 students, and an effort is made to keep the groups as homogenous as possible. A special educator teacher is in charge of each class and can have one or two, assistants, depending on the needs of each class. A regular school day begins at 7:30 am. and ends at 1:05 divided into seven periods of 40 minutes each, with 2 recesses in between. Our school aims to motivate, support and inspire personal, spiritual, emotional and educational growth of all children.

After SchoolStudents who wish, can stay for the After School extracurricular program till 4:00pm. The After-School aims to provide additional learning opportunities for all students, the continuation of programs applied in the morning, more opportunities for socialization and social integration, quality entertainment and enjoyable activity and a safe and constructive environment for the students whose parents work in the afternoon. The parents are paying a small monthly fee for the lunch is being offered. Parents with very low income are excluded from paying this amount. For this year we have 5 special teachers and 4 teacher aids employed by the government.

DisordersThe school tends to the needs of boys and girls with a wide range of disorders, such as Down Syndrome, Autism, Cerebral Paulsy e.tc. Upon admission at the school, the multidisciplinary team will come together in order to decide on the student’s Individualized Education Program (IEP). This team is made up of the the head master, the psychologist, the special education teacher, the speech pathologist, the occupational therapist, the physiotherapist, the music therapist and the special physical educator. This program includes long and short term goals based on the student’s needs and abilities. It also includes the student’s personal information, his current condition and a final report of the student’s progress. Each individualized educational program aims to maximize the child’s personal, social, educational and emotional development. Once a program is initiated, assessment is continuous, and readjustments are made whenever necessary. We also provide parent consultation and support, keeping them fully informed at all stages of education.

2. EDUCATION SYSTEM IN EACH COUNTRY. DEFINITION OF A SPECIAL NEEDS' STUDENT, LAWS

LITHUANIA

THE EDUCATIONAL SYSTEM IN LITHUANIA

Explanation of the Lithuanian educational system

1. Pre-school The pre-school programme is on offer for children aged from 5 to 6 at nursery schools, school nursery schools and primary school, is conducted by qualified teaching staff and is voluntary.

2. Primary and lower secondary school

School begins at the age of 6 - 7, ten class system for primary and lower secondary education. The 4-year primary school is followed by 6 years of basic education. If a pupil is successful in the final examination, this concludes with a basic education certificate (the equivalent of the intermediate school leaving certificate in Germany).

3. Upper secondary education

After completion of basic education, a two-year course of upper secondary education may be embarked upon. It is also possible to transfer to an upper secondary school upon completion of class 8, this school then continuing until class 12. In classes 11 and 12, pupils are permitted to select subjects in a targeted way in accordance with their personal interests and strengths.

4. Vocational education and training

Vocational education and training can be completed in vocational schools by young people from the age of 14. The training comprises the imparting of both theoretical and practical knowledge. Four types of training programme are differentiated.

Type 1 For young people from the age of 14 who have not gained a basic education leaving certificate which forms the basis of vocational education and training. This framework also affords the opportunity of gaining the lower secondary school leaving certificate. Type 2 3-year vocational education and training for those who have gained the basic education leaving certificate. They acquire a VET qualification (skilled worker status). Type 3 For those who have passed the upper secondary school leaving certificate, 1 to 2 years of vocational training Type 4 For those who have passed the upper secondary school leaving certificate, 3 to 4 year course of training comprising higher education and occupational qualification. Some modules correspond to Bachelor level, and credit for these may be transferred to a later course of higher education study. Vocational education and training, however, is not very popular with young Lithuanians, since it provides only limited knowledge which is no longer sufficient on the current labour market in the form is imparted. Many young people wish to obtain more knowledge about work within the private sector or about self-employment.

5. Higher education Lithuania has academic (universities) and non-academic institutes of higher education (colleges). Students gain entry via selection procedures which mostly involve consideration being accorded to marks obtained in the upper secondary school leaving certificate. Higher education is based on the European credit system. The duration of the course of study leading to the acquisition of a Bachelor degree (basic higher education study) is 4 years. This can be followed by a one or two year vocational qualification diploma, such as a teaching qualification or a Masters degree which in turn can be followed by a doctorate.

In recent years there have been many changes in children with special needs education. Change of attitudes, concepts, methodology, concepts and so on. These changes are important to their families, teachers, school managers, school communities and society. New understanding and knowledge, better conditions, social and moral responsibility led to interest in these children's lives and education.

The general objective of education in modern society - discover and develop each individual's skills and aspirations of the potential of the knowledge and skills to help socialize and be active in personal and community life. To develop social skills and talents, reaching to be a member of the society are also important as the getting of knowledge and skills.

One way to achieve these goals is learning to live in a community in which:- Is the ability to meet each child's needs and to maintain its interests;- Everyone has a right to be heard;- Is a dialogue between students and adults;- Is a well-developed system of social relations;- The recognition of differences;- Everyone has optimal opportunities to learn;- Everyone takes responsibility for common goals.

Special educational, psychological, social educational help is rendering according The Law of Education, Laws and regulations of Ministry of Education and Science. World Health Organization data: in various countries about 10 percent of child development is impaired; they have a variety of special educational needs. With the development of special needs teaching psychological assessment system, changing the approach to organization of teaching of students with special needs and the expansion of education options’ forms, there is detected in an increasing number of children and young people for whom special educational and (or) psychological support should be provided. Student's special educational needs (excluding those of exceptional abilities), educational, psychological, social, medical and educational aspects of the assessment are carried out by:- School Child Welfare Committee;- Pedagogical – Psychological Service;- Lithuanian Educational Centre for the Deaf and Hard of Hearing;- Lithuanian Training centre for the blind and visually impaired; -Centre of Special Education and Psychology of Ministry of Education of Republic of Lithuania.

Evaluation and prescription of special education is for students (children) from birth to 21 years. Special education help is a system of educational means, helping to make sure effective education of persons having special needs. A goal of help is to increase effectiveness of special needs’ person.

Pupils with special educational needs in determining the types and distribution of special educational needs in order inventory levels identified diagnostic category of the Organization of Economic Cooperation and Development (OECD) Centre of Education Researchers and Innovations (CERI) provisions for the general use of the international categories, identifying special educational needs of person.

The aim was solid categories (groups) of separation based on the resolution of the problem, not the cause.

According to the nature of learning difficulties and their duration there are differentiated three categories:- Disability,- Disorders- Difficulties.

Adaptation of  subject program may be recommended when disability or disorder was determined for a child, which leads to long-term, stable SEN. The curriculum programme can be applied when:- Lower student achievements leads to a temporary learning difficulties and the lack of intellectual functioning level, stable for a very low (IQ 69 and less) or low (IQ 70-79) general intellectual abilities or the uneven development (where VIQ> NIQ NIQ or> VIQ and one of the intellectual characteristics is of the low or very low level of intelligence);- Student’s achievements to master the subject matter are lower than the satisfactory level, not suits 2-year period, the student's achievement level of symptoms.- Adaptation of the curriculum from 1-2 subjects or areas of education subject to the exchange of full content and adaptation to activities helping develop independence, social skills.Pre-primary, primary, basic, general secondary education programs, training programs, non-formal education programs adapted to children, taking into account:- The pupil's special educational needs- The student’s, parents’ (guardians) wishes- In accordance with the findings and advices of pedagogical psychological services.

The purpose of School Child Welfare Commission - to organize and coordinate the work of prevention, education assistance, child-friendly and safe learning environment and education curricula for students with special educational needs, to make the initial assessment and to perform other child welfare-related functions for a student with special educational needs (except for the needs arising from

exceptional ability). In its activities there are used: Law of Education of the Republic of Lithuania, Law of the average and the minimum child care and other laws of the Republic of Lithuania, resolutions of the Ministry of Education, regulations and protocols. Commission is in every school. Members: Leader, a vice leader, a vice headmaster for education, a special pedagogue, a social pedagogue, a speech therapist, a psychologist, a teacher, a mentor, a doctor, a representative of parents, a secretary of commission. The Commission is constantly running. Commission's activities are meetings and workshops. Meetings are organized depending on necessity or twice per month. Workshops organized depending on necessity (to discuss the situation in the school, the individual cases, and requiring urgent actions, decisions).

TURKEYEDUCATION SYSTEM IN TURKEY:

FORMAL EDUCATION is the regular education of individuals in a certain age group and given in schools at the same level with programs prepared for definite purposes. Formal education includes Pre-Primary education, primary education, secondary education and higher education institutions.

Pre-Primary education Pre-Primary education includes the optional education of children between 36-72 month who are under the age of compulsory primary education. Pre-Primary education institutions, independent nurseries are opened as nursery classes and practical classes within formal and non-formal education institutions with suitable physical capacity.The purpose of Pre-Primary education is to ensure physical, mental and sensory development of children and the acquisition of good habits, to prepare children for primary education, to create a common

atmosphere of growth for those living in inconvenient circumstances and to ensure that Turkish is spoken correct and well.

Primary EducationThe purpose of primary education is to ensure that every Turkish child acquires the basic knowledge, skills, behaviors, and habits to become a good citizen, is raised in line with the national moral concepts and is prepared for life and for the next education level parallel to his/her interests and skills.Primary education is compulsory for all citizens, boys or girls, and is given free of charge in public schools.Primary education institutions are schools that provide eight years of uninterrupted education, at the end of which graduates receive a primary education diploma.

Secondary Education The purpose of secondary education is to give students a minimum common culture, to identify individual and social problems, to search for solutions, to raise awareness in order to contribute to the socio-economic and cultural development of the country and to prepare the students for higher education, for profession, for life and for business in line with their interests and skills.

Higher Education Among higher education institutions are universities, faculties, institutes, higher education schools, conservatories, vocational higher education schools and application-research centers. The purpose of higher education is to raise the students in line with their interests and skills, in conformance to the science policy of the country and in consideration of qualified manpower needs of society at several levels, to do researches in scientific areas, to arrange for all kinds of publications that show the research and examination results and facilitate advancement of science and technology, to finalize the researches and examinations demanded by the government and to make comments, to make written or oral public announcements explaining the scientific data that shall increase the general level of Turkish society and enlighten the public, and to give non-formal education.

NON-FORMAL EDUCATION Services given by non-formal education are ;

to teach reading-writing, to provide continuing education opportunities for students to finish their incomplete education

to provide education opportunities that shall facilitate the students' adaptation to scientific, technologic, economic, social and cultural developments

to give education that protects, improves, introduces and comprises our national cultural values to help students acquire the concepts and habits of collective living, supporting, helping, working

and organizing collectively to provide opportunities that shall ensure acquisition of professions in line with the economic

development and employment policy to teach balanced nutrition and a healthy life style to teach people from various professions the knowledge and skills they need to improve

themselves to provide the habit of using one's free time in a useful way.

DEFINITION OF AN INTEGRATED STUDENT: A student who needs special education become together with contemporaries in education and

teaching  in school  subjects.In other words, integrated students become complete with other students as social and educational.

Principals: A  person who needs special education has a right  of education with contemporaries 

Integrated  education is a part of special  and general education Services are planned according to needs of education ,not according to insufficiency.  To begin early for education is one of the basic rules ,the other rule is individual differences these are necessary; love ,patience,effort,willingness. Education should be given natural situation with normal  people This education plans to become a person of a part of society

Purpose: The aim is not making them as a normal child,the aim is making them use their interests and talents in the best way and facilitate their life.

Their Rights: Each child has the right of adequate nutrition,shelter,rest,play opportunities and the medical care.

SWEDENTHE SWEDISH EDUCATION SYSTEM

The Swedish education system comprises a number of types of schooling and education, deigned for individuals of different ages and with differing needs and abilities. In the map you can get an overview of the parts of the education system from preschool to university. In the Swedish education system,everyone should be treated equally.

The Education ActIn Sweden we have a new Education Act since the first of July 2011. The new Education Act – for

knowledge, choice and security, is one of Sweden's most extensive Acts, covering all education from pre-school to adult education. The new Education Act has a clear and simple structure with rules that as far as possible are common to all types of schools. According to the Swedish Education Act, all children and youths shall have equal access to education. All children shall enjoy this right, regardless of gender, where they live, or social or economic factors. By establishing clear links to the UN Convention on the Rights of the Child, it is emphasised that the best interests of the child are the basis for all education.

On 2nd of March 2011 the Swedish Government decided that teacher certification will be introduced in Sweden. This means that anyone wishing to obtain a permanent employment as a teacher or preschool teacher within the Swedish school system has to be registered as a certified teacher. http://www.sweden.gov.se/sb/d/12996/a/142354

Responsibility and gouvernanceThe Swedish Parliament and the Government set out the goals and guidelines for the preschool and

school through the Education Act and the Curricula.The National Agency for Education is the central administrative authority for the public school

system, publicly organised preschooling, school-age childcare and for adult education. The mission of the Agency is to actively work for the attainment of the goals. The municipalities and the independent schools are the principal organisers in the school system, allocate resources and organise activities so that pupils attain the national goals. The Agency supervises, supports, follows up and evaluates the school in order to improve quality and outcomes. All pupils have the right to an equivalent education. The Agency is responsible for statistics in the school system and childcare.

Inspection The Swedish Schools Inspectorate has supervisory responsibility for preschooling, school-age child

care, schooling and adult education. This means that the Agency checks that the municipalities or the independent schools comply with the legislation and other provisions applicable to their activities. The goal is good education in a secure environment. The Office of the Child and School Student Representative (BEO) is also a part of the Schools Inspectorate.

PreschoolThe preschool is a part of the Swedish education system and should lay the foundations for the first

part of childrens learning which will continue for the rest of their lives. The preschool is regulated by the Education Act and the curriculum Lpfö98/10. The groups of children should have an appropriate composition and size, and the premises should be fit-for-purpose. There should be preschool teachers and also other staff with the education or experience necessary to support the child's development and learning. Municipalities should provide preschooling for children from the age of one, when parents are working or studying, are unemployed or on leave of absence, or when children are in need of special support. Children of parents who are unemployed or on leave of absence should be offered a place for at least 3 hours a day or 15 hours a week. I means that all children should receive at least 525 hours per year free of charge from the autumn term when the child reaches the age of 3 (general preschool). It is the municipality or the organiser that decides what the cost of a place in the preschool should be. The Education Act states that the fee should be reasonable. Preschool class

Municipalities are obligated to provide a place in a preschool class for all children beginning the fall term of the year the child turns 6. The preschool class shall comprise a minimum of 525 hours per year and stimulate the learning and development of each child, as well as lay the foundations for continued schooling.

Compulsory EducationIn Sweden, attendance at school is compulsory for all children aged 7–16. Compulsory school is

composed of 9 school years. The school year begins at the end of august and runs to the beginning of June the following year. The regular school week is five days long, monday to friday. Upon the request of the parents, a child may begin school one year earlier at the age of 6, or one year later at the age of 8, but only a small minority start school aged 6 or 8. Compulsory school is mandatory and free of charge.

Sami children can receive education in Sami-school that covers grades 1-6. This schooling corresponds to the first 6 years of compulsory school.

The vast majority of schools in Sweden are municipally-run and it is common for children to attend a municipal school close to their home. Pupils and parents are however entitled to choose another municipal school, or a school that is a free school. Free schools are open to all children and must have been approved by the National Agency for Education. Teaching in free schools must be based around similar objectives to those in municipal schools, but can have an orientation that differs from that of municipal schools. If the school fails to comply with current regulations, the National Agency for Education can withdraw its permit.Compulsory school for children with learning disabilities

Compulsory school for children with learning disabilities consists of a foundation school and a training school. It includes 9 years of compulsory education for all children between the ages of 7 and 16. The pupils have the right to a tenth voluntary school year if needed to complete their education. The pupils in the foundation school have mild learning disabilities. The pupils are educated in the same subjects as compulsory school pupils. The pupils in the training school have more severe disabilities that make them unable to benefit from the education in foundation school.

Special SchoolThe majority of school-age children and adolescents with hearing or speech impairment are

educated in ordinary compulsory schools. Education in special schools is designed for children and adolescents who are deaf or hearing impaired and can not attend compulsory school. In autumn 2009 there were 500 enrolled pupils in special schools in Swedwn. The teaching is based as much as possible on the education provided in compulsory schools but is also based on each pupil’s individual needs.

Special school is divided into five regional and three national special needs schools. The regional schools have 430 enrolled pupils and these offer education to pupils who are deaf or hearing impaired. The national schools with 70 enrolled pupils cater for pupils with deafness or impaired hearing combined with learning disabilities, congenital deaf-blindness, severe speech and language disabilities or visual impairment combined with additional disabilities.Upper secondary school

Upper secondary school is free and non compulsory. It is available for those aged 16–20. Each municipality is legally required to provide upper secondary education to all pupils who have completed compulsory school. Upper secondary school offers various types of programme.

The education in upper secondary school for individuals with learning disabilities aims to provide developmental support to young people with learning disabilities to each pupil’s needs and abilities. The education should to the extent that is possible be equal to that provided in upper secondary schools. Upper secondary school for individuals with learning disabilities is free and non compulsory.

All municipalities are legally required to provide this form of education for those pupils who have completed compulsory school for children with learning disabilities. The schools offer national, individual and tailor-made programmes.

http://www.skolverket.se/2.3894/in_english

Children/pupils with special needsThe basic principle guiding all Swedish education from child care to the transition period is 'a

school for all' - access to equivalent education for all. This means that pupils in need of special support should not be treated or defined as a group that is any different from other pupils and their rights are not stated separately. The obligation for schools to attend to all pupils needs is, however, emphasised.

For all pupils in need of special support, an action plan of provision has to be drawn up by their teachers in consultation with the pupil themselves, their parents and specialist support teachers. This plan, which identifies needs and provision to meet them, is continuously evaluated and progress and changes of solutions are possible.

Support could include variations of the following options: all pupils in needs of special support have written plans of development set up in co-operation with

the pupils themselves, parents and professionals involved; the teachers of the pupil are consulted by a specialist teacher; a specialist teacher or assistant helps the teacher or works with the pupil concerned for longer or

shorter periods within the frames of the activities of the larger group; the pupil receives teaching materials adapted for his or her needs; the pupil leaves the larger group for limited periods to work with a specialist teacher; a classroom assistant works with the pupil in need of special support or in the class of the pupil

concerned; the pupil in need of special support works in a group for pupils with similar needs for longer or

shorter periods within the same organisation; teachers are supported by a resource centre at the local level; the local school may be supported by an advisor at the National Agency for Special Needs Education.

SPAIN ORGANISATION OF THE SPANISH EDUCATIONAL SYSTEM

The Spanish educational system is based on a legislation that is organized in the following way:• STATE : State legislation: Constitution, organic Laws, royal decrees … • Autonomous community: Autonomous legislation: each community has competence to establish

its own legislation Nowadays our educational system is regulated by the L.O.E (Organic law of Education (LOE)

2/2006)Three basic principles govern the LOE:

- 1) The need to provide all citizens with quality education, at all levels of the education system, in order to improve general results and reduce the rate of pupils who finish basic education with no certificate as well as the early school-leaving rate. Since all citizens should achieve the maximum development of all their intellectual, cultural, emotional and social capacities, they need to receive quality education adapted to their needs. At the same time, effective equal opportunities must be guaranteed, by providing the necessary support both to pupils and educational institutions. Therefore, the aim is to improve the educational standards of all pupils, by finding a balance between the quality of education and equity in its distribution.

- 2) The need to get all sectors of the educational community to collaborate. The combination of quality and equity of the previous principle demands a joint effort. Therefore, the responsibility of school success does not only fall on the individual pupil, but also on families, teachers, schools, education authorities and society as a whole, which is ultimately responsible for the quality of the education system.

- 3) A determined commitment to the educational objectives set out by the European Union for the next few years.

The LOE also establishes that the Spanish education system will be focused on achieving the following goals:a) Full development of pupils’ personalities and abilities.b) Respect for the fundamental rights and freedoms, equal rights and opportunities between men and women, and the equal treatment and non-discrimination against disabled people.c) Tolerance and freedom within the democratic principles of coexistence, as well as the prevention of conflicts and their peaceful resolution.d) Education in individual responsibility, merit and personal effort.e) Peace, respect for human rights, community life, social cohesion, and cooperation and solidarity among communities, as well as the acquisition of values promoting respect for living beings and the environment, in particular, the importance of forested areas and sustainable development.f) Development of pupils’ ability to regulate their own learning process, trust their aptitude and knowledge, and develop creativity, personal initiative and an enterprising spirit.g) Respect and acknowledgement of the linguistic and cultural plurality of Spain and to view multiculturalism as an element enriching society.h) Acquisition of intellectual habits and working techniques, scientific, technical, humanistic, historical and artistic knowledge, as well as the development of a healthy lifestyle, physical exercise and sport.i) Enabling pupils to obtain professional qualifications.j) Development of pupils’ ability to communicate in the official language, the co-official language as applicable, and in one or more foreign languages.k) Preparation for citizenship and active participation in economic, social and cultural life, with a critical and responsible attitude and with the capacity to adapt to the changing situations of a knowledge society.

The LOE is being gradually implemented starting in the academic year 2006/07 and finishing in 2009/10.

STRUCTURE OF THE SPANISH EDUCATIONAL SYSTEMMainstream education covers the following levels and stages of the education system:

● Pre-primary education: it is the first stage of the education system and it is non-compulsory. It isorganised into two stages: the first one, up to the age of 3, and the second, from 3 to 6 years of age.● Primary education: it is the first compulsory stage of the system. It lasts six years, between the ages of 6 and 12.● Secondary education: it covers compulsory secondary education (ESO), from the ages of 12 to 16; ● Bachillerato and intermediate vocational training.● University education.

Primary education and ESO constitute basic education, which consists of ten years of compulsory and free education for all pupils.

ESO comprises four school years. Pupils that meet all the standards set for this stage of education are awarded a Graduate en Compulsory Secondary Education certificate, which provides them access to Bachillerato, intermediate vocational training, intermediate Plastic Arts and Design education cycles formatives, intermediate Sports education and the labour market. Pupils who do not achieve these objectives receive a certificate of education stating the number of years of attendance and the marks obtained.

Initial vocational qualification programmes (PCPI) are organised for such pupils, with the aim ofproviding all students with professional skills equivalent to level one of the National Catalogue of Vocational Qualifications, which allow them to satisfactory insert social and labour fields, and to broaden their basic skills so as to continue their studies in other types of education

The Bachillerato lasts two-academic years from age 16 to 18. At the end of this stage, pupils who receive a pass mark in all the subjects in any of the types or categories thereof receive a bachelor's degree. This enables them to access higher education

Apart from this qualification, those students who want to gain access to university education must pass an entrance examination.

Vocational training offers a range of training provision that furnishes pupils with the necessary skills to undertake any one of various trades, have access to the labour market, and actively participate in the social, cultural and economic life. It includes initial vocational training or vocational training of the education system, for which the Ministry of Education is responsible, and vocational training for employment, which integrates the former occupational training and continuing training and which is the responsibility of the Ministry of Labour and Immigration.

Initial vocational training comprises a series of training cycles, either at intermediate or advanced level, which make up intermediate vocational training and advanced vocational training respectively.In order to gain access to intermediate vocational training, pupils must hold the Graduated in Compulsory Secondary Education. Pupils successfully completing these studies are awarded a Technical certificate, with which they have access to Bachillerato. In order to study advanced vocational training, it is necessary to hold the Bachelor certificate. Candidates may also be required to have taken certain specific subjects in the Bachillerato related to the vocational studies they wish to pursue. Pupils successfully completing this type of provision are awarded the higher technical certificate, allowing them to enrol in university studies in fields related to the trade for which they have been trained.

Nonetheless, either level of initial vocational training is open to applicants who do not have the entire academic requirements, provided they pass a specific test proving that their background in the area will enable them to take full advantage of such training University education is organised around cycles with specific educational objectives and independent academic value.

Special needs definition

Pupils with special education needs are those who need, at a certain point in their education or permanently, special support and specific educational attention as a result of disabilities or severe development disorders. The actions to be carried out both to identify and deal with pupils with special education needs are determined by the education Authorities. It is a widespread policy to enrol these pupils alongside their peers in mainstream schools following the principle of integration. Only when their needs cannot be reasonably met in mainstream schools they do attend specialeducation schools or classes.

Specific legislative frameworkThe specific nationwide legislative framework for special and compensatory education comprises

the following regulations:● The 1982 Law of the Social Integration of Disabled , LISMI (Act on the Social Integration of Disabled People).● March 6 Royal Decree 334/1985, on the regulation of special education, which develops theprinciples established in the LISMI.● January 30 1986 Order, in compliance with the first final regulation of the 6 March Royal Decree 334/1985 on the organisation of special education, on the establishment of the ratio of staff/pupils within this type of education.● February 28 Royal Decree 229/1996, on the regulation of the actions directed to the compensation of inequalities in education.

● November 25 Order ECD/2974/2002 on the modification of the regulations adopted by the February 7 Order ECD/235/2002 establishing the Forum for the Educational Attention of Disabled People, its powers, organisation and rules of operation.● July 18 Royal Decree 943/2003 regulating the conditions to make more flexible the duration of the different levels and stages of the education system for highly gifted pupils.● December 2 Act 51/2003 on equal opportunities, non-discrimination and universal accessibility for disabled people. It complements the LISMI and uses new means to achieve an already established objective: to guarantee and acknowledge the right of disabled people to equal opportunities in all areas of economic, cultural, social and political life.● September 6 Royal Decree 1865/2004 on the regulation of the National Council on Disabilitymodified by November 2 Royal Decree 1468/2007 as regards Articles 2, 5, 7, 9 and 10.● May 3 2006 Organic Law of Education, LOE (Act on Education) establishing the concept of 'pupils with the specific need of educational support' which includes, among others, pupils with special educational needs, highly gifted pupils and pupils who were incorporated late into the Spanish education system.

Over the last few years the Autonomous Communities have proceeded to regulate and adapt the organisation of special education within their territories by means of the enactment of decrees, orders and resolutions that are complementary to general legislation.

Conclusions: The Spanish Educational System is able to meet disabled people needs throughout all his life, from childhood to old age.

ROMANIA

THE EDUCATIONAL SYSTEM IN ROMANIA

1. Special education needs children.The SEN concept in our education sistem starts with the corelation of special conditions by the

psychological, medical and sociological criterion.In Romania a child is considered to be having special education needs when the folowing

conditions are interfering in his/her activity: Learning disabilities (reading, writing, speaking, mathematic calculs) Mild/moderate/severe mental deficiencies Perceptive and mobility deficiencies Senzorial deficiencies Locomotive deficiencies Pronuncing, writing, reading deficiencies Behavior and emotional disoreders

Depending on the deficiency the children with special education needs have the following posibillities of schooling:

To attend special schools for specific disabillity or school centers for inclusive education ( mental deficiency, hearing deficiency, sight deficiency). Depending on the school’s offert the pupils can beneffit of boarding school)

To attend the mainstream schools, in their neighbour area, in mainstream classes, and having a CES (SEN) certificate they can beneffit of adapted curricula and an itinerant teacher, which is a special education teacher for children with learning dificulties, integrated in the mainstream school.

To attend special groups or classes in mainstream schools and kindergarden To receive home-schooling services if it’s in imposibillity of moving or has very serios health

problems, with a special education teacher at home. To attend classes at the hospital during the hospital staing. The pupil can attend Day centers in paralel with the regular school courses- there are for example in

our town day centers for locomotive recovery, autism and other. The child can attend Curative pedagogy centers ( Montessori, Waldorf) where the accent is put on

the practical learning methods, starting with the concrete child experience.

2. Legislative basis for the special education system.In Romania the Law of education Nr.1 per 2011 section 13 article 48-56 is governing the special

education sistem by the following main basis: The education is free It’s organised in special schools or in integration schools The deficiency grade and the schooling orientation is being done by specialised center The SEN children benefit of a hot meal and school requisites It can be organised at home for the ones with moving impossibility The special education dispose of education plans, curriculas, manuals and alternative

methodologies adapted to the deficiency type.The Education Minister Order Nr. 5.574/2011 it’s governing the educatinal support services for

children with special education needs children and youngsters integrated in the mainstream school. Through Education Minister Order Nr. 5555/2011 it’s being controled the functionig and

organisation of the County Resources and Educational Attendance, institutions that are leding the SEN children to the form of school or social attendance.

3.Formal educationSpecial education and special integrated education in Romania is organized for special education

needs individuals, for all levels of education, differentially, according to the type and level of deficiency.The special education in Romania is organized on the following levels:

Pre-school education, (3-6 years); Primary school that includes the preparatory grade and the I-IV grades (6-11 years); Secondary school:- inferior or gymnasium, includes grades V-IX -superior or high-school, includes grades X-XII/XIII; Vocational education, lasting between 6 months and 2 years;

A special education teacher works 40 hours/week: 16 hours/week for effective teaching time and 24 hours is spent on the preparation of activity. An itinerant teacher that works with pupils from mainstream schools has 8-12 pupils in 16 hours/week and a teacher that works with homebound children has 4 pupils in 16 hours/week

In a special school, the numbers of pupils is according to the type of deficiency: • 8-12 pupils in classes with mild deficiency • 4-6 pupils in classes with severe deficiency

In a special school the schedule is: 45 minutes for activities, 15 minutes free playing time. The special education dispose of education plans, school curriculum, special education attendance

curriculum, manuals and alternative methodology, adapted to the type and level of disability.General pedagogy methods used in special education are dependent on the following basis:

a.) Building of the new knowledge by virtue of the acquirements;b.) Using the every day life experience;c.) Giving teaching functionality;d.) Grip for the learning content through story-telling;

e.) Comparing learning with other subjects;f.) Using trips and tours;g.) Using games.

In the following picture we present an example of a special education frame plan for sever and mild intellectual deficiencies pupils:

CYPRUSCYPRUS EDUCATIONAL SYSTEM AND SPECIAL EDUCATION

The frame planfor special education classes/groups.

Number of hours//activities per week//class

Curriculumdomain

Subject

I. Language and

communication

1.Comunication skills

development…

IV. Arts1.Artistic education2.Musical

education…

VIII. Specific and

compensatory therapies

1a.Speech therapy

1b.Perceptiv-visual

education…

The frame plan for special education

groups for mild and moderate

pupils

I. Language and

communication1.Reading-

writing-communication

IIII. Human and society1. Citizen

education…

V. Physic education and

sports.

VII. Counseling

and orientation

Curricula domain;Subject

Number of hours/activities per class/week

II. Mathematics and nature

science

IV. Arts1. Artistic education2.Musical education

Total nr. of hours in the

common body.School

decision curricula

Ministry of Education and CultureThe educational policies in Cyprus are formulated by the Ministry of Education and Culture. The

Ministry of Education and Culture prescribes the syllabus curriculum and all the textbooks, which are used in schools, supervises all institutions and finances schools through local educational authorities.

Cyprus Educational Service CommissionThe Cyprus Educational Service Commission is responsible for appointing, placing, transfering and

also promoting teachers in all levels of Education. Ii is based on the Public Educational Service Acts 1969 to 2010. It is appointed by the Cpuncil of Ministers, is composed of five members and changes every five years. The Education system in Cyprus consists of the following stages

The educational system in Cyprus is highly centralized and is divided into four levels. The Pre-primary, the Primary, the Secondary education Gymnasium- Lycium and Technical schools and the Higher Education.

Pre-Primary EducationPre-Primary Education Nursery school, is optional for children from 3 to 4 years and 8 months, but

compulsory for all children having reached the age of four years and eight months. The compulsory level lasts for one year.

Primary EducationAt the age of six years old the children enter the compulsory 9 year education level, which is further

divided in Primary Education (6-12 years old) and Secondary Education (12-15 years old). Primary education has a duration of 6 years, and aims to create, establish and offer opportunities to all children, regardless of age, gender, social background, country of origin, or mental abilities to achieve a balanced cognitive, emotional and psychomotor development.

The Primary Education Department is also responsible for Primary Education (private and state primary schools), Pre-Primary Education (private, public and communal nursery schools), Special Education (special schools, special units and support services offered to children with special needs who are taught inclusively in public primary and pre-primary schools), the Cyprus Educational Mission (Cyprus community schools in Great Britain), the Education of the children of Greek of the Diaspora, Educational and Summer Camps, and Adult Education Centres.

Secondary EducationSecondary General Education offers two three-year cycles of education to pupils between the ages

of 12 and 18. The lower secondary level – Gymnasium for children between 12 – 15 is compulsory. Then at the age of 15 children can choose to continue their secondary education for three more years, either through comprehensive lyceum or technical education. The upper secondary education 15-18 is optional. The curriculum includes core lessons, interdisciplinary subjects and a variety of extracurricular activities.

Higher EducationThe tertiary education in Cyprus is provided through the universities and polytechnic institutions.

At present we have three public and several private universities. The University of Cyprus, The Open University of Cyprus and The Cyprus University of Technology are the three Universities in the public sector.

Special EducationThe Cyprus Ministry of Education and Culture policy concerning Special Education is to

encourage and support the inclusion of children with special needs in mainstream schools giving them the opportunity to grow and learn together with their “non disable peers” giving them the opportunity of equal education. In cases where this is not possible children with severe handicaps attend Special schools.

Special education services currently offer different types of educational programs. The first one is concerned with individualized help special education or speech therapy, for 2574 children in the primary level of education attending regular classes. The second one is regarding individualized help to 413 students with more severe special needs, attending special units within the mainstream school. The third level is regarding the special education given in Special schools.

At Home or Hospital Education Children with special needs who would normally be in an elementary or secondary school and for

health reasons cannot, have the opportunity to receive education at home or in the hospital for any length of time they need it. The education is given by qualified teachers that follow normal curriculum with certain adjustments where needed.

Special schoolsCurrently across Cyprus, there are six regional special schools for children with severe learning

difficulties, one school for children with emotional and behavioral difficulties, one school for children with visual impairments and one for children with hearing impairments. Historically, the first special school was established in 1929 for children with visual impairments, followed by the school for children with hearing impairments in 1953. The first time a special education class for learning disabilities in mainstream school functioned was in 1960.

Special Needs Legislation The Training and Education of Children with Special Needs is based upon the Early Detection of

Children with Special Needs law 185(1)/2001 and the Training and Education of Children with Special

Needs law 186(1)/2001. According to this legislation, a child is considered to have special educational needs if they have a significantly greater difficulty in learning than the majority of children of a similar age or if a disability prevents or impedes them from using the standard educational facilities and resources available in mainstream schools. All special educational services are provided free of charge by the State to those children in need between the ages of 3 and 18 years, (extension of education up to 21 years can be provided where it is deemed necessary).

Both mainstream and special schools are responsible by the law to provide adaptations and facilities for children with special needs. In the Law´s Regulations it is reported that all schools (public and private), in which children with special needs study, should fulfill the building specifications of the Regulations. Therefore, the State is responsible for making school buildings accessible for pupils with special needs.

Regarding the financial issues, funding for special education is mainly provided by the government. The State is obliged to equip special schools or mainstream schools where special education is provided, with all the required equipment and staff (psychologists, speech therapists, occupational therapists, physiotherapists and other specialists as well as auxiliary staff), according to the provisions of the Law. The number of the staff and the budgets for each school depend on the number of pupils and the provisions at the school. The Local Education Authorities are financed by the Government to pay for school assistants for pupils in special units or mainstream schools that need, according to the District Committees, this provision. Special individual equipment for the child (wheel chairs, special seats, assistive technology) is also provided by the State, according to the child’s evaluation.

Detection of a special needs childAny person is responsible to acknowledge to the District Committee of Special Education any case,

comes to his/her knowledge or notice of a child who may have special needs. After the identification, the evaluation process takes place. The evaluation process is conducted by a multidisciplinary team, including a child psychologist, an educational psychologist, a teacher of special education, a doctor, a speech therapist and any other specialist, as the case may need. The parents of the child to be evaluated have the right to attend the evaluation and to participate alone or with a specialist.

After the evaluation, parents are informed of the decisions concerning their child, taken by the Committee and then, they have the right of appeal to the District Committee of special education and training. In cases where a child can follow aspects of the mainstream curriculum this will be accommodated. Where a child presents a specific disability, such as a visual, hearing or mobility impairment, specific training and therapeutic interventions will be part of the curriculum. The prevailing philosophy is that the child should receives an education suited to his developmental needs.

Therefore, children attend mainstream schools, special units or special schools with appropriate infrastructure, adapted to their own needs and to their individual program. The majority of students attend mainstream schools and follow the normal curriculum which may be adjusted to suit their particular needs. The Individualized Education Program(IEP) is different for each and every student. It is developed by the educational multidisciplinary team and it determines the instructional methodology that will be implemented for the child. It does not only include academic subjects, but also areas of self-help skills, social skills, vocational training and anything that may assist the person in their holistic development.

3. WORK WITH THE STUDENTS HAVING SPECIAL NEEDS: PROGRAMMES. METHODS, SPECIALISTS, SOCIALIZATION, UNFORMAL EDUCATION, PARENTS' ROLE, INSTITUTIONS WORKING WITH THESE STUDENTS...

LITHUANIA

A team of the specialists working with the special needs students:Special pedagogue is responsible for evaluation of special needs of the student; a purposeful choice of methods and ways of special help; education of cognitive functions; elimination of subject gaps; offers of alternative methods and learning strategies.Speech therapist is responsible for help developing student’s speech and communication skills, increasing reading and writing abilities.Surdo-pedagogue works with students having hearing disorders, organizes individual activities, and writes reports.Social pedagogue cares about adaptation, socialization problems, student’s possibilities to use necessary services and help.Psychologist cares about student’s psychological health and necessary environment, forming of communication and social skills, changing of wrong behaviour.Teacher’s assistant is responsible for support to fend the student himself and doing learning activities.

All people participating in requirement of student’s special educational needs have to keep close and respectful relations with a child. A child has to feel an equal partner an active member of education process communicating with parents and teachers.

It’s important communicating with a child:• To show respect, agreement and care;• To accent child’s strongest features, to make conditions to feel success;• To help to understand the reasons of difficulties;• To explain the goals of special help rendering;• To discuss learning possibilities and the best methods;• To let ask and answer the questions;• To notice the smallest progress and to tell about it to a child;• To believe in a child’s possibilities;• To keep confidence.

Social partners working with Šiauliai Logopedic School

HelpAll our students have speech and communication problems which make a lot of social problems: communication with friends, parents, teachers; lack of self- confidence and etc. At school we can get help of a social pedagogue, who works at school and organizes meetings with students having social – emotional problems, tries to identify problems, helps to solve them to students and teachers.Special Pedagogical-Psychological Centres offer professional help for students, parents, and teachers. Now there are established special service and alternative education (occupation) groups. There are learning places for students, professional specialists (a psychologist, a special pedagogue, a speech therapist and others) offer their help. Methodological recommendations about cooperation, tolerance’s education in the class, reasons and prevention of non-attendance, programmes’ individualization are ready. Our school is the only school in Lithuania so we have to communicate with Welfare centres of those municipalities where our students are from. We get information about students’ living conditions, family’s problems etc. It is formed a plan of communication and collaboration between a school and Welfare centres helping to solve problems of students, their parents and school.We also collaborate with some non-governmental institutions, police and Children’s rights security office.Unformal/socializationŠiauliai Logopedic School according to the possibilities and abilities of special needs students seek to supply the students’ needs of learning and self-expression.

Collaboration with Šiauliai University Faculty of Social Welfare and Disability Studies. Lectures had activities of Art therapy with preschool children as a modern education, personality “gestation “tool. It motivated self cognition of special needs students. Children having speech and communication disorders had a possibility to express themselves nonverbally, to tell their problems indirectly, to dispose of negative experience, to express aggression in socially accepted form.

Communication with other special institutions, pedagogues, students: annual republican festivals of singing and dancing “Autumn mosaic”, “In the world of music sounds”; students show their performances in other institutions and etc.

Students constantly participate in international, republican and local exhibitions, contests of Art, Photo, Crafts: “All colours of the Earth”, “We care about Lithuanian forests”, “Lithuania in child’s eyes”, a huge exhibition in Šiauliai pedestrian street for the Anniversary of Šiauliai Logopedic School, “My best friend”, “Clean water – a source of life”.

Constant communication and collaboration with Career Education institutions. All our students have a possibility to learn in profession schools. Majority of them study builder’s, tailor’s, cook’s, hairdresser, specialities.

A lot of and interesting activities are organized with local libraries: projects, exhibitions, contests. Europe Direct centre was a partner of a huge project “European gates to culture and education”

Experience in international projects. But majority classes have their own (local) projects about animals, plants, fairy-tales and etc. Some classes are interested in European Union, healthy life style and etc.

Constant communication and collaboration with parents. Majority our students are from other places of Lithuania, so communication with parents is heavy. Teachers try to find the best ways how to involve our parents in school’s life: activities, meetings, performances, meetings with different specialists, local administration.

2011 are called Parents years. During all this period a lot of activities are planned, articles will be published, recommendations in actual pedagogical, psychological, social themes.

Majority of our students are boys so their life must be active so why we have fitness, sport activities.

Parents.There are 278 students (age 3 - 20 years) at Šiauliai Logopedic School. More than a half of students arrive from 29 municipalities. The biggest part of students is from risk group families (one of parents’ excesses drinking; they can’t care of children of the lack of social skills, outrage, etc.) All students living in the hostel don’t have possibilities to communicate with their parents, nearest relatives every day. Students of asocial families are left for a long period at school. Children feel cast-off, unwanted and that stimulates their aggression, diffidence, etc. It is comfortable for parents to leave a child for whole year at school, don’t care about his health, feeding, outfit. Our school has formed a team of pedagogues which cares how to involve parents in school life. The team organizes lectures, meetings with psychologists, social workers, pedagogues; exhibitions of parents’, students’ and pedagogues’ works; open days, national, traditional festivals and etc…General parents’ informing tools are letters, telephone calls, individual meetings, home visits.

Programmes and methodsDepending on students’ needs, majority of them study adapted (simplified, adapted to their possibilities) programmes of Lithuanian, Mathematics and other subjects being in the class with other students and have 1-2 extra activities per week with a special pedagogue or a speech therapist. In special schools special needs students have these possibilities: learning in small classes (8-12 students); a huge team of specialists work with them every day; they are busy all day: learning process, activities with specialists, after lessons activities with mentors, informal education. There are 18 unformal education clubs of dancing, singing, photography, handicrafts, art, IT, sport and etc. Our school is a coordinator of a huge project “The increase of accessibility of education services system for special needs students and specialists of educational support” and a lot of activities are pursued after the lessons and during the lessons. Some examples:

o “School of the life” Activation of socialization of special needs students. Aim of the programme: to encourage a teenager’s socialization, preparing him/her to adult’s life during non-formal education activities.Outcomes: Students will learn how to find information in the most popular websites, the major news portals, Social Networks. To reduced of manifestations of aggression in the group. To increase students' interest in the analyzed subjects. Group members will learn to evaluate their capacity to assess friends, will become friendlier. A student will learn how to keep track of their achievements, areas for improvement. The school will be extended to other non-formal education methods: camp, self-assessment diary and the Internet.

o “Study of artistic expression and culture”.Goal: to engrain love to the music, to develop positive feelings to homeland, parents, environment, school.Outcomes: Students will recognize Lithuanian ethnic culture and spiritual wealth, develop their personal, behavioural, communication, cooperation, intercultural, organizational, mobility and creativity skills.

o A healthy lifestyle studio "Miracles in the cup of tea"Goal: To increase knowledge about healthy lifestyle, benefit of herbs.Outcomes: Students will learn about the variety of herbs, the benefits of various teas processing technology, their drinking traditions. Child's skills will be developed for the production and maintenance of plants. Students will experience the joy, practise healthy living.

o Work skills training club "We colour Europe with flowers”.Goal: to set up the flower bed in the school territory according the map of the EU countries.Outcomes: Students will learn about the diversity of the EU flowers, collect and organize, present the material. To set up the flower bed area, to learn to format and maintain it. It will develop the ability to

work creatively, to think, to promote knowledge of the motivation, the development of emotional, social experience and professional skills.

o School for the formation basement of ethnic culture Goal: moral formation of children's characteristics and attitudes, to develop social competence by fostering ethno cultural values.Outcomes: Children will expand horizons; deepen students' knowledge of Lithuanian folk traditions and customs, and to increase children's social competence, self-esteem.

o School of living "I create the life with a word”.Goal: To develop students' communication skills through play and acting.

Outcomes: Students will become multi-personalities. Plying children joyfully participate in the process of improving their language. Playing students their value will become bolder everywhere. Sustained, regular breathing will help to better articulate sounds, improve sound quality. Imagining self in different situations and their experience will help to better know ourselves and grow as a person.

EduLink - a supporting system helping to hear, designed for students having learning difficulties after specific cognitive (auditory processing); emotions, behaviour and social development (self-regulation – attention, hyperactivity, hyper impulsivity, asthenity) disorders. The first users of EduLink system in Lithuania were the teachers and students of Šiauliai Logopedic School.

Students coming to Šiauliai Logopedic School are different with their skills and experiences. Majority of them has various speech, speaking and communication disorders which impact individualization of education process. Working with children having speech, speaking and communication disorders we noticed that almost all need to train hearing attention and phonemic hearing, auditory processing, to complete and practise the skills of sound analysis and synthesis. Level of auditory processing training stimulate formation of reading and writing skills. Hearing of children having auditory processing disorders is not dysfunctional, they hear the sounds perfectly, but a problem of perception dominates. Naturally, speech perception is disturbed. We notice that the students hardly differ similar sounds, often make mistakes associating a graphic view of the letter with sound, don’t make a syllable, change the places of the letters in the syllable, don’t join the syllables, guess a beginning or the end of the syllable. They often understand the meaning of the words loosely or use the words not fitting their meaning (mix the words which differ one sound…), merge separate words to one…

This system has two components: Transmitter which is used by a speaker (a teacher, parents or other person…) Receiver EduLink which is used by the student having auditory processing disorder.

Our and foreign experience shows that the specialists working with the students having auditory processing disorders use different strategies. This system impacts students’ possibilities to differ short and long vowels, media - surd, vowels and diphthongs. Researches made by Swiss show that children memorize and reproduce verbal information better. This makes educational process easier.

EduLink system lets to improve: Speech understanding; Hearing; Advertence; Concentration; Memory of hearing; Motivation (children feel a positive result)

EduLink gives new possibilities for children having learning difficulties.

Nonaggression programmeAt the end of the year 2006 the Baltic Art of Living Foundation and the International Association

for Human Values implemented a Nonaggression programme (NAP) for schoolchildren in Lithuania.It is a charitable programme designed for 8-15 years children and youth and aims at giving

knowledge and practical skills which help to reduce anger, tension and rage. By reducing stress the human values are naturally coming up – this is the essence of the whole NAP. During this practical, 4 sessions, programme children learn how to work and play in harmony, how to develop a sense of belonging, and they realize the value of sharing. Children learn valuable lessons on how to live without violence, trust each other and take responsibility.

Programme contains simple breathing exercises and relaxation which eliminate stress and mental tension, dynamic games that lead to the topics on clarity of mind, commitment, self-confidence, responsibility, non violence and friendliness. Discussions open up to the awareness of importance of human values in daily life situations.

One of the advantages of the programme is that it is taught by specially trained volunteers who usually are not school teachers and have different attitude and approach than a school teacher has. Being in contact with “not a teacher” allows children to be more open, trustful and have more interest to the subject. Work of voluntaries is based on the sincere sharing of practical experience and not on the authority and morals. This approach is highly appreciated by the teenagers. The volunteers also observe the growth of their personality in many ways. They overcome fears and experience the feeling of “I am needed and can do a lot for others”. This is the main motivation behind the work they are doing.

Nonaggression programme is taught at schools, orphanages, summer camps, special institutions for children’s care (for example, special care orphanage for young criminals in Veliucionys, Vilnius reg.). Up to 1000 children and youth from nearly 50 different educational institutions took part in the program during the two years period.

TURKEYProgramme:

We use Individual Education Plan.It’s organized like that;First of all,class teacher observes students and if there is a problem about a student,he /she informs school administration then school sends this student to the Guidance and Counselor Centre.They search and analyze with the help of some tests after that they decide whether the student has problem sor not.If the student has problems,they prepare an individual education plan and send it to his/her school.The teacher applies this plan.At the end of the education year the teacher evaluates student’s level according to this plan.

Methods:In our school we have been applying different methods for our integrated students;

Individual Education:Our teachers are interested in these students one by one at their free time.Teachers help their speech,reading,writing problems and teach them classroom and school rules.

Art Method:Our music teacher makes chorus .In this way they develop their musical skills.She also composes a rhythm group,in this group students can play some instruments which are made by them.

Our art teacher gives some cardboards to these students and makes them whatever they want to develop their imagination. Physical Method: Our physical education teacher sets up a football team with these students to teach

them how to work in a group.

SPECIALISTS:We haven’t got a specialist or a pedagogue but we have got a counsellor teacher.

SOCIALIZATION: The main factor for the socialization of integrated students is teachers. Teachers give information to

their students about these integrated students and they prepare their class for his social education. So, in these classes students gain sensibility and tolerance against differences. Also the students develop their skills and ability in cooperation. We can see positive developments like responsibility and self-confidence in these classes

The plans and programs which are implemented by teachers make students socialize with the help of their families. Students and their families are directed to some activities such as;painting,kinds of sports,cinema,theater,computer courses,literacy course according to students’personality,interests and skills.

Also,our teachers make group working,sports team,musical group and theatre to make them socialize among other students.

UNFORMAL EDUCATION:We do not only interested in students at school but also we integrate them in some activities such as;

-Excursion:We make excursion to theatres,museums,exhibitions for developing their visual learning.-Celebration:Generally in our traditional festivals we make demonstration with our students,they have fun very much.They dance,sing songs,play musical instruments.

PARENTS’ ROLE: Parents play an important role in the education of their children. It is very important to build harmony between teachers and parents for integrated students.It is quiet difficult work with together.At the beginning of the year the parents sign a contract which is designed by the counselor teacher.In this conract,they give permission for helping their children.They sign this conract but they do not care it for a long time. We make meetings with parents regularly to inform them,share their children’ progress. We also give some courses such as;literacy course,computer course to make them develop themselves.

INSTITUTIONS: In Turkey, educational services are provided in special education schools to children and young people in five groups: the sight impaired, the hearing impaired, the orthopedic impaired, the mentally impaired and children with long-term illness. Of the children in all groups, those in a suitable condition are included in integration education in normal schools and benefit from education services through special education classes and supportive education. Special education schools and institutions consist of: Primary education schools for the visually impaired;

Primary education schools for the hearing impaired; Multi-program high schools for the hearing impaired; Primary education schools for the orthopedic impaired; Vocational high schools for the physically disabled; Hospital primary education schools; Education and application schools (for trainable mentally impaired); Vocational Education Centers (for trainable mentally impaired); Job Training Centers (for mentally impaired adults); Science and art centers (for talented and gifted children); Printing house and evening art school for the sight impaired; and Special education classes.

SWEDEN

How do we identify children with difficulties?We identify the children in two ways the family centre or pre-school/school

The family centre at Stenbergska is a cooperative facility run by the Municipality of Lycksele and the County Council of Västerbotten. It is a facility for expectant parents and for those who have pre-school children with maternity welfare, child welfare, open pre-school, national dental service and

social welfare services.They offer a meeting place, centred on the family. Information, advice and support in their role as a parent. Working forms in which parent and child participate. Easily accessible and assembled competence.

Pre-school / schoolWe have a curriculum describing the goals for the children to achieve At personal development dialogues the teacher is to summarize in writing what will be required in an individual development plan, IDP – on a short as well as long term – for the children to achieve the curriculum goals. The plan is to be followed up at regular intervals and be evaluated at the next personal development dialogue.THE TEACHERS SUPPLIES WRITTEN ASSESSMENTS FOR ALL THE SUBJECTS. Based on the available documentation and other information that the teacher have, assessments are to be written for all the subjects that have been taught to the children during the term.

The aims of the assessments are to describe how far the children has reached in his/her knowledge development and to indicate how he/she may reach further in his/her learning.Once per term we have a group conference in which we describe all the children. The aim is to identify the children who needs extra support. The conference participants are the principal, the teacher and the special needs teacher. Sometimes also the school nurse.

How do we identify what difficulties the children have?If the teacher believes that the children won’t achieve the goals that are set in the national curriculum for the level in question, based on tests in all forms on reading comprehension, word decoding, spelling and maths in order to find out how the children develop in their learning, the principal will have to make sure that the children support requirements are analyzed.We have a local health council once a month, in school every two weeks. It’s a meeting place for the

principal, the special needs teacher, the speech therapist, the welfare officer, the school nurse and the teachers with a focus on cooperation in the work with the children from various perspectives. There the decisions are made whether further analysis of a children will be needed.The action programme will be drawn up in cooperation with the parents, in school the child participate. The programme must state what the needs are, how they are to be met, and how the measures are to be followed up and evaluated. On suspicion of a neuropsychological disorder a school screening will be made. It consists of four parts: – a pedagogical , a cognitive, a medical and a social part. I have a leaflet on this, which you’ll get.We have an agreement with the County Council, which will entitle us to consultations with their specialists within Child & Youth Psychiatry. They will then decide whether a pupil should be further analyzed by them.A new action programme will be drawn up.Special needs teacher perform a language test, which will reveal the children strong sides and weak sides. Based on what we they find out from the test and their compiled documentation on the children difficulties, the health council may decide if the children should meet the school psychologist for further analysis for a cognitive assessment. If they suspect reading and writing difficulties, the Reading & Writing group will make an analysis. Other language difficulties will be analyzed by a speech therapist.

Who are involved in the work with children with specific needs.These competences are involved in the work with the childrenPrincipal, teachers, extra pedagogical resources, speech– language pathologist, speech teacher, special needs teacher, school nurse, school doctor, welfare officer and school psychologist.Habilitation - In accordance with the Health and Medical Treatment Act on support and service coordinated advisory, support and treatment measures are offered to children with a retardation, autism, physical disability or other severe functional disabilities and to their families. The above professional categories work with habilitation on behalf of the parents.

How do we do?We work in small groups with a high staff to child ratio.Environment:We have an adapted and scaled environment in order to avoid that the children get distracted but enable them to focus on language learning. Colour and form comply with the current theme.

We adapt play and work material to the current theme and schoolwork.We prepare the children for new tasks and use compensative material.

Steering documentsActivities are to be worked out in accordance with the Education Act and our curricula, Lpfö98/2010 for the pre-school and Lgr11 for the compulsory school, the pre-school class and the leisure-time centre.A curriculum is a regulation, issued by the Government, to be complied with by the activities that are included in the regulation. The curricula describe the fundamental values and the duties of the activities as well as the aims and guidelines for the work.On the basis of the curricula we have also worked out Local Work Plans and a Fair and Equal Treatment Plan, which are also included in the basis of the contents of the activities.

MethodsAttitudes:At Furuvik pre-school and its speech and language activities all the staff members have a joint attitude approach to the children. This joint attitude is the foundation-stone in the activity.

We are sensitive to the children’s will to talk and communicate. By this we mean to: listen, not interrupt, try to understand what the children mean, make eye contact, interpret body language and do speaking in turns.

We are using sign support in all situations, sometimes also pictorial support. We use signing to reinforce speech. We sign the most important word in the sentence. By using pictures the children will get visual support.

Using short sentences in speech. Speaking slowly and clearly. Intensifying pronunciation and grammatical structures. We repeat what the children say - but in a

grammatically correct way. Seizing the ordinary day opportunity for language stimulation, by talking with the children about

what they are doing in various situations. In ordinary day activities reinforcing conceptions tat belong to the theme. Terming. We are using the correct term for everything. Giving the children time. We guide the children through conversation and activities - we do not

forestall.

Snow White:Snow White is a learning method for children with speech and language disorders. The method is worked out in cooperation with a speech therapist and pre-school pedagogues and is aimed at working with children between 1 and 6.The basis of Snow White is the work within predetermined themes, selected from the subject fields that the children’s world centres round during their first years.Each theme introduces a vocabulary that forms the basis for to build further on. For each theme there are also a set of predetermined conceptions.The vocabulary and the conceptions are presented in a concrete way, reinforced by the help of contrasts.Each theme will go on for about 6 weeks and should run like a main thread through all the activities.

E.g.Theme: Body/the egoVocabulary: Head, face, eye, nose, mouth, ear, cheek, chin, hair, leg, foot, toe, back, hand, fingers, stomach.Conceptions:Colour: Red-blueForm: Angular-round

Number: 1-2Prepositions: Under-overAdjectives: Tall-shortInterrogatives: Who?

Individual training

The speech therapist is a part of our work team and work for two days a week in our activities.The speech therapist delivers language training, individually or in a group, depending on the child’s needs.The speech therapist is responsible for making regular follow-ups of the child’s language development.The speech therapist works closely together with the teachers, gives advice and guidance.The speech therapist, the teacher and the parents work out a development plan for the child together.Clear structure and fixed routinesIt is important for the children’s security and self-esteem that the ordinary day is clear and follows the same pattern. This will give the children optimal opportunities for the adoption and establishment of new words and conceptions. E.g.Fixed daily routines and a clear structure with pictorial support, individually as well as for the whole class.The children have individual timetables for their work as well as individual mind-mapping.Fixed placing in the classroom and at meals.

Signing as alternatives and supplementing communication.

We are using sign communication to support speech in order to make the learning of new words and conceptions clearer and easier. We usually sign the most important word in the sentence..The children will get yet another channel for expressing themselves and communicating with others.We also use pictures in order to boost language learning.

Mouth motor function

The speech motor function is difficult and complicated to master. Children who are trying to acquire this function will need all the training they can get. Therefore we have a lot of mouth motor activities like e.g. blowing, sucking, pulling faces and playing with the tongue and the lips in various ways.

Playing

Children process their experiences, everything they hear, see and take part in, through playing.Playing also develops the children’s body images and identities.Playing also develops turn-taking, interaction, vocabulary.We adapt the playing environment to ages, interests and themes in order to stimulate playing and language development.The pre-school should provide a varied supply of material for playing in order to arouse the children’s curiosity and interest.

Motion and gymnastics

To know your body and to be in command of it are also important basic elements for the children’s positive language development, participation and increased self-confidence.It makes it easier for the children, if the motions are automated in order to enable them to focus on speech and to anchor the language to body and feeling

Informal teachingWe pursue our informal teaching methods outdoors as well as indoors.We use our nature and our nearby environment for teaching the children on many various subjects.We also want to arouse the children’s interest in spending time in the nature and teach them how people, nature and society interact.

SPAIN

Target groups for attention to diversity measures and their diagnosisThe 2006 Organic Law of Education, LOE (Act on Education) established the term 'pupils with the specific need of educational support' which includes, among others, three types of pupils:● Pupils with special educational needs● Highly gifted pupils● Pupils incorporated late into the Spanish education system.Pupils with special educational needs are pupils requiring, for a specific period or for the whole of their schooling, certain specific educational support and attention due to disabilities or severe behavioural disorders. Schooling of these pupils in units or institutions for special education is only carried out when their needs cannot be met within the framework of the actions for attention to diversity taken in mainstream schools.Early identification and assessment of the educational needs of these pupils must be carried out by suitably qualified staff at the end of the school year, and the results achieved by each pupil are assessed according to the objectives set in the initial assessment. This assessment provides for adequate guidance and modifications in the action plan as well as in the type of schooling, in order to facilitate –whenever possible access to more integrated schooling.Highly gifted pupils are also subject to specific attention on the part of education authorities. In order to provide the necessary educational support and attention, as well as early identification, institutions must specify the educational provision and measures necessary for the full and balanced development of their abilities within a mainstream school context. Likewise, the duration of the different educational levels and stages may be made more flexible, independent of the age of the pupils. Attention to these pupils is always provided in mainstream institutions.Regarding pupils incorporated late into the Spanish education system, public authorities facilitate access to the education system for those pupils who, coming from other countries or for any other reason, access the Spanish education system late. Schooling is carried out taking into account pupils’ circumstances, knowledge, age and academic record so that they may join, with the appropriate support, the academic year best suited to their characteristics and knowledge, therefore continuing their education.Likewise, education authorities develop specific programmes for pupils with severe linguistic deficiencies or deficiencies in basic skills and knowledge in order to facilitate their integration into the corresponding academic year. The development of such programmes is carried out alongside schooling in mainstream groups, according to the level and development of their learning process. Additionally, with the aim of implementing the principle of equality in the exercise of the right to education, public authorities develop compensatory actions regarding people, groups and geographic areas in disadvantaged situations, as well as providing the necessary financial resources and support for such actions. Therefore, compensatory education policies reinforce actions of the education system in avoiding inequalities resulting from social, economic, cultural, geographic, ethnic or other factors.A series of actions and decisions that require specialised staff to support and complement the teachers’ task is necessary for the detection of specific educational needs, as well as the decisions regarding schooling and the intervention with these pupils. Therefore, the following services have been set up:● Early Care Teams (EAT) help pre-primary education pupils, in particular those with special educational needs or at a socio-cultural disadvantage. Their aim is the early detection of difficulties and the development of an educational response to keep these difficulties at a minimum through the early stimulation, the provision of specific or adapted resources and the counselling and support provided to thefamilies.

● Sector Teams, known as Educational and Psycho pedagogical Counselling Teams (EOEP), not only carry out a diagnostic function, but also give advice to educational institutions on the most suitablemeasures to cater for pupils' educational needs.● Specific Teams (EE) give assistance to pupils with special educational needs, carry out tasks related to the assessment of needs, the implementation of organisational and curricular measures addressed at attention to diversity, the monitoring of the teaching-learning process or the support to teachers and families, as well as the specific advice on educational resources or measures. Counselling Teams have a multidisciplinary and very similar composition nationwide. They are normally made up of psychologists, pedagogues, maestros –usually specialised in Hearing and Speech– and social workers. Over the last years, Counselling Units have been set up, either to work together with the teams or to replace them. These units are services internal to pre-primary and primary education institutions and consist of teachers specialised in Educational Guidance (Psychology and Pedagogy). They are responsible for the drawing up, development and assessment of the school’s attention to diversity plan; the detection of learning difficulties and the prevention of their appearance; the implementation of psycho pedagogical assessments and the proposal of different types of educational provision for the pupils.In general, priority is given to diagnosis and intervention as well as to teacher counselling and cooperation in school plans.Counselling Departments are the most widespread counselling services in secondary education, although certain Autonomous Communities prefer single services based on the figure of the school counsellor. As regards attention to diversity they are mainly responsible for the prevention, diagnosis, treatment and monitoring of specific needs that demand educational support, teacher counselling, the development of psycho pedagogical assessments and the drawing up of the schooling report for the pupils who require one.

MODALITIES OF SCHOOLING

- ORDINARY SCHOOL: The 99% of the A.C.N.E.E.S are enrolled in ordinary schools that have the material, technical and personal resources to assist these students .

- COMBINED SCHOOL ( Students enrolled in primary education) When the needs of the student recommend it, and mainly to promote the process of socialization, different ways of combined schooling are established. This is a combination between: ordinary Centers and Special Education Centers

- CLASSROOMS OF SPECIAL EDUCATION IN ORDINARY SCHOOLS: Group programs adapted to a specific classroom within an ordinary school. Students spend a large part of the day in this classroom, but they also share part of the activities with the rest of the students of the school, in order to promote their social integration.

- SPECIAL EDUCATION CENTRES : For those students who require very significant adjustments in the areas of the curriculum which correspond to them according to their age, and whose level of adaptation and integration in an Ordinary Centre would be minimal.

Specific special education schoolsSpecific special education schools are intended for pupils with special educational needs who, due to their characteristics, are unable to be integrated in mainstream schools but who follow compulsory teaching.Pupils are enrolled in separate specific special education units or schools only when it is clear that their needs cannot be suitably met in a mainstream institution. There are also specific special educational institutions that enrol pupils with special educational needs associated with a very specific type of disability.

General objectivesThe objectives set for pupils of specific special educational institutions are based on those generally established for the rest of the pupils. Institutions must have the necessary school organization and carry out the necessary curricular diversifications in order to allow pupils to achieve these objectives. Therefore, the general objectives of the different educational stages constitute the reference for individual programs or curricular adaptations of pupils with special educational needs due to severe disability .Given the particular nature of specific special educational institutions, compulsory education objectives will undergo more significant adaptations and the Programs for Transition to Adult Life will be fundamentally aimed at developing abilities linked to professional occupations, personal independence and social integration.

Geographical accessibilityThe 2006 Ley Orgánica de Educación, LOE (Act on Education) establishes that education authorities must take into account the characteristics of rural schools in order to provide means and organization systems necessary to accommodate pupils’ specific needs and to guarantee equal opportunities.Likewise, children in rural areas in basic education may be educated, if advisable, in a nearby town in order to guarantee the quality of education. In such cases, education authorities must offer cost-free school transport, school lunch and, if necessary, board.

Admission requirements and choice of schoolThe educational attention of pupils with special educational needs begins, regardless of the age of the pupil, when those needs are known or when their appearance is predicted. This process of identification, as well as the proposals for the education of the pupils, is carried out by the specialized counseling services established by the Autonomous Communities to this effect and which are responsible for the corresponding psycho pedagogical assessments: the starting point of every educational decision.When, on completion of the psycho pedagogical assessment, the conclusion reached is that the pupil’s needs cannot be met in a mainstream institution then his/her enrolment will be proposed in a specific special educational institution or in special education classrooms within mainstream institutions. The latter classroom units have different names according to the respective Autonomous Community. In all cases, enrolment in specific institutions or classrooms must be arranged on a temporary basis, and the decision must be periodically reviewed with the intention of facilitating access to a more integrative framework. The choices of parents and legal guardians must be taken into account in every enrolment process.The conditions of admission for pupils with special educational needs are the same as those set down in general, with the exceptions of the regulations on special education which each Autonomous Community has determined Generally speaking, pupils with special education needs are enrolled in the relevant mainstream school except when:● The services responsible for psycho pedagogical assessment determine a more suitable mode of education;● The corresponding school does not have available the appropriate resources to respond to their educational needs.

Curriculum, subjectsThe enrolment of pupils with special educational needs in special education institutions is carried out only when, subsequent to the psychopedagogical assessment, it is believed that throughout their schooling these pupils need or will need significant curricular adaptations in virtually all curricular areas, or the provision of personal and material resources quite unusual in mainstream schools, and when it is clear that in these institutions they will have a limited adaptation and social integration. The age limit to be

enrolled in a special education institution is 21, and educational provision is divided into compulsory basic education and training programmes for transition to adult life.

a) Compulsory Basic Education (EBO)It has a duration of 10 years and can be extended for a period of time identical to that set up for mainstream education. The curriculum is established on the basis of the abilities laid down in the primary education curriculum objectives for all areas, although abilities specific to other educational stages can also be included depending on the needs of the pupils. In the final years importance is attached to those skills related to the exercise of the profession and to social integration.b) Programmes for Transition to Adult Life (TVA)These programmes are aimed at pupils who are at least 16 years of age and have studied compulsory basic education in a special education institution, and also at pupils who comply with the age requirement and whose educational process should continue through these programmes due to their special educational needs. These programmes are organized into a two-year duration cycle, which may be extended according to the pupil's educational process and the employment opportunities in his/her area. The aims of these programmes are:● To consolidate and develop pupils' abilities as regards the physical, emotional, cognitive, communicative, moral, civic and social integration aspects, fostering the highest possible level of personalautonomy and social integration.● To encourage pupils' participation in all adult life contexts: domestic life, use of community services and leisure time enjoyment, among others.● To promote the development of work-related attitudes, such as safety at work, a positive attitude towards the job and basic working rules, as well as the acquisition of multipurpose employment skills.● To promote the basic instrumental knowledge acquired during the basic education period, consolidating communicative and numerical skills, and the ability to reason and solve everyday life problems,as well as the development of pupils' creativity.● To reinforce habits related to physical health, personal safety and emotional stability, so that the pupil may achieve the highest possible level of well-being throughout his/her life.● When pupils with special educational needs opt for one of the abovementioned modalities, such a decision should follow a psychopedagogical assessment carried out by the counselling departments or psychopedagogical counselling teams, as appropriate. In any case, the pupils' and their parents' opinions are taken into account. Additionally, the corresponding report issued by the Educational Inspection Service is required for any decision in this regard.

Professionals who work at special education schoolsIn general, teachers of specific special educational institutions, who teach in the basic stage, are primary teachers specialized in Therapeutic Pedagogy and/or Hearing and Speech. In the case of Programmes for Transition to Adult Life, pupils also receive instruction from technical teachers of vocational training.In addition to these teachers, the Autonomous Communities have provided specific special educational institutions with support and counselling staff. The number and specialisation of these professionals vary from one Autonomous Community to another and also according to the number of pupils and the type of curricular adaptation required. However, on the whole, professionals who work at special education schools are:● Teachers specialized in Therapeutic PedagogyMaestros specialized in Hearing and Speech● Teachers specialized in Physical Education● Teachers specialized in Music Education

● Technical Teachers of Vocational Training● Teachers specialized in Psychology and Pedagogy● Physiotherapists● Health care workers● University nursing graduates● Social workers

Teaching methods and materialsBoth in mainstream and in the specific special education schools, the methodological assistance given to these pupils must comply with the educational principles established for the school-age population in general, but adapted to the special characteristics of this kind of pupils: Taking the pupil's level of development as a point of departure. This means accommodating each

pupil's intellectual, communicational-linguistic, social-affective and motor characteristics, since diversity prevails here.

Guaranteeing significant learning. More than anyone else, pupils with special educational needs require learning to be relevant to their daily living skills and to serve as a basis for gaining access to further learning.

Enabling pupils to undertake significant learning on their own (learning to learn). The aim is to promote the acquisition of the necessary skills and procedures so that pupils may be able to learn independently.

Promoting both physical and intellectual activity. Such pupils must participate actively in their learning process in order to be able to understand and assimilate the activities and operations they are undertaking. This may be achieved with the assistance of their teacher or their peers although they will admittedly need more help and/or a different kind of help in order to do so. The implementation of the appropriate technical aids will be necessary when pupils’ special needs require them.

FAMILIESCOLLABORATION WITH FAMILIES IN THE PROCESS OF TEACHING – LEARNINGThe relationship between school and family is established under two different policy frameworks:• APA ( parents of students association) involvement in some of the activities center including: general acts, celebrations, excursions. Also from 2005-2006, the APA included its objectives and proposals in the Annual PGA( the annual general programming) and in the annual report, in this way are reflected all purposes of the members of the educational community. The tutorial action. Within the same priority the following actions:

- Information sharing, leading to a better understanding of the student and the comprehension of their educational process- Collaborate with families in the knowledge and understanding of the timing and implications of disability and guide them on guidelines and strategies that foster development.- Encourage a positive attitude and collaboration between families and teaching center

These objectives are developed in accordance with the type of relationship can be established with each family, ensuring at least formal, individualized information for each of the quarters.Moreover, at the beginning of course, it makes a general meeting with all families to raise awareness of the organizational and planning the annual general activity and the Central team in stages and develops premises where the teaching

Financial support for familiesThe Spanish education system provides different types of assistance to compensate for educational inequalities. This is mainly through grants and study aids, intended to guarantee the right to education for pupils in disadvantaged socio-economic situations, that is, to provide the opportunity to access and to

continue in education for those who lack the financial resources required to do so. The 2006 Organic Law of Education, LOE (Act on Education) states that pupils from socio-economically disadvantaged backgrounds will have the right to scholarships and study grants that may compensate for these difficulties.With this in mind, the Ministry of Education’s annual State calls for aid aim at contributing to the education costs of pupils with the specific need of educational support due to a disability or to their being highly-gifted.Direct aid for pupils with special educational needs due to disability or severe behavioral disorders. The aid may be awarded for the following services:

Education (payment of the enrolment fees and attendance costs of the pupil at the educational institution)

School transport School canteen Boarding school Weekend transportation for boarders at special education institutions Urban transportation Text books and teaching materials Pedagogical or language reeducation

RELATIONSHIPS WITH THE ENVIRONMENT AND COMMUNITYThe school maintains fluent contacts with a significant number of institutions and organizations both public and private direct or indirect impact on our educational framework.There is a stable procedure of relationships with regular center which we share the students in the program of education combined.They raise many and varied complementary and extracurricular activities to understand the natural learning environments as a functional setting in which to consider the leisure and the free time as learning objectives.

ROMANIA

OUR ACTIVITY 1. Specific methods of activity at the classroom

In present an important segment of the special education system in our country is delivered by the special school classes where usually pupils with moderate or severe mental deficiencies are attending the regular courses of the school. Here, along the therapeutic activities, the pupils attend the various curricular subjects after the provisions of the curriculum. In the special school this task is done by the special education teacher. The special education teacher, teaches the core of the curricula subjects like Mathematics, the Mother language, Science, Arts and other compulsory or optional subjects. In our special schools the special education teacher has also the role of a tutoring teacher for a specific classroom so he has a classroom that is tutoring, which means that he is in charge with all the aspects of the classroom organizing and of the relations with pupils parents, is the teacher that initiates and coordinates the extracurricular activities, and is responsible for the general classroom management.

In the teaching/learning process the special education teacher has the role to adapt the various contents of the curricula to the abilities and knowledge level of the pupils by designing the personalized intervention plan which foresees the objectives to be achieved in the study of various subjects. The special education teacher has to choose between various teaching/learning methods largely use in the pedagogy practice. The more traditional methods are focused on the intuitive side of

knowledge, on keeping the sensorial contact of the pupil with the learning contents and tasks. In order to take the learning at the sensorial level the special education teacher is using intuitive materials like flashcards, exchange cards, images, various worksheets and boards with concrete content.

We can say that the special education system in our country has been passing trough a changing process because of the new social acceptance and inclusion basis of our changing society. These changes are also mirrored in the teaching technology field where the special education teacher have to choose from a variety of modern teaching methods focused on interactive learning, learning by doing, informatics technologies of communication methods, motivation raising methods, etc. In our school the ITC methods are sustained by an informatics classroom where helped by computers and special designed software, AEL, the teachers and pupils have the opportunity to use a virtual classroom to enrich their teaching/learning experience.

In present the special school classroom concept in our country is covering a learning environment more adapted to meet the special need of pupils with different difficulties, is reflecting major changes in our society’s attitude towards the social inclusion and integration of those with different social disadvantages.

2 The itinerant teacherThe itinerant teacher needs to have a psychology background or a degree in special teaching-

psychology, and gives a direct support to pupils with SEN, integrated in mainstream classes.His/her role is to:

Initiate and sustain individualized education plan for each and every pupil; Design diverse learning situations that makes learning easier and encourage pupils to

cooperate; Work along the mainstream teachers and family to provide the appropriate level of curriculum.

He/She works: Within the mainstream classrooms, working side by side with the general education teacher or

helping directly the SEN pupil; In a special setting called “resources room” where are learning pupils of the same level.

The main instrument of itinerant teacher is Personalized Intervention Plan (PIP). This one is realized in a multitask team (itinerant teacher, teacher of the classroom, psychologue, speech therapist). Stages of achievement:

complex initial evaluation/examination with a view to establishing accurately the abilities, development and learning difficulties of the child

thorough analysis of the situation and determination of the child’s main necessities, drawing of PIP; implementation of PIP, assessment of PIP results and its revision based on the data supplied by the assessment

Components: persons involved in the achievement of the plan, medium and short term objectives (in behavioural terms) which have to be reached, means and resources necessary to the achievement of the set objectives duration of interventions minimal criteria of evaluation of the child’s progresses evaluation instruments and modalities team revision of PIP, with a view to its permanent adaptation to the global needs of the child

The itinerant teacher is an alternative in the process of inclusion of as many SEN children in mainstream schools. He offers the possibility of a more successful integration.

3 The home-schooling

The home-schooling in our country is an alternative way of education for pupils with exceptional medical conditions that make impossible to attend regular school. In order to create similar learning opportunities to the same age pupils, the special schools can provide homebound schooling.

The homebound classes are held by a special education teacher at pupil’s home usually twice a week, according to the special curricula and to the intellectual level of the pupil. The regular timetable for home-schooling will include Reading-writing, Communication skills, Mathematics, Sciences, Social sciences, Religion and Foreign language.

The methods of teaching/learning in home-schooling are used accordingly to the level of abilities and knowledge of the pupils and considering that most of the pupils that follow home-schooling courses have major moving difficulties, psychomotor difficulties, communication problems, and mental delaying problems, the homebound schooling have specific ways and methods of achieving the educational aims.

A challenge in homebound schooling is to compensate the psychomotor difficulties that are usually an obstacle in achieving the learning tasks that involve reading, writing, handling objects, different moves or motor operations. The special education teacher has to adapt his methods to pupil’s abilities and needs and to carefully plan the instructional and assessment activities to valorize all the opportunities of learning. The sensorial-cognitive stimulation activities are very important for recovering the cognitive gaps and difficulties and for building the psychomotor structures like body scheme, space alignment and other important cognitive blocks.

Overcoming the communication difficulties of the students with psychomotor sever difficulties is an important goal of the special education teacher and in order to valorize all the student’s abilities to communicate the teacher has to manage other alternative channels of communication. For the students with good visual discrimination skills the image cards or symbols flashcards are very helpful in teaching various subjects. The audio-visual materials are a very effective support in learning for those pupils with communication difficulties, the image reading, for example, enable them to have similar Reading experiences with the pupils of same ages.

Along the stimulation and recovery of the cognitive system, the building of personal autonomy skills is very important for the future integration of the pupil in the social life and community. Improving the knowledge about the family and social environment are very important for the pupils and the teacher needs to compensate the lack of mobility and to take the children in the natural learning environment as much as possible. This can be a real challenge for the teachers and family, to increase the interaction with the social environment to include the young students in community’s life and to give them appropriate opportunities to learn, play, create or to do any activity that most of us are doing without any social obstacle.

The home-schooling is a helpful alternative for many pupils and their families that make big efforts to manage the medical problems of their children- that spend a lot of time in hospital and recovery centers- and in the same time to create the opportunity to learn through appropriate experiences, to give them the chance to be integrated in the social life.

4 Hospital SchoolHospital school was founded in 1990, being organized in the form of classes in the hospital.  So, at

this moment, in Sibiu county, there are classes in every children's hospital, depending on the medical problems which they have. It has a preventoria character, physical or mental recovery, emergency care and prevention of school abandonment.

Hospital school has, at present, the following structure: six groups of preschoolers in recovery wards, psychiatry, neurology and pulmonary diseases, four primary school classes , four classes for secondary school.

Up to 300 children attend the Hospital School every year, about 40 at any given time. The children tend to need treatment and care for such conditions as orthopaedic problems, burns, asthma, infectious

diseases, neurological and psychiatrically problems. They can attend school in their ward or classrooms and can be enrolled from one day to many months.

Our teachers need to have an incredibly positive outlook, and the professionalism to support families in crisis. Hospital teachers meet a lot of sick children and hear a lot of sad stories, but despite this they continue to infuse hope in the child and their family. With their focus not only on curriculum, the teachers help students get through one of the most difficult times of their young lives.

Our teachers are highly qualified, with previous classroom experience. They are trained in a variety of areas including elementary, middle, high school and special education, providing quality educational support to our child patients.

Our hospital teachers can help children : Work with them, so they don’t fall behind. This includes: coordinating assignments with

children’s teacher(s), providing instruction, sending progress notes to their school to show attendance and assignment completion 

Learn about support and resources available at each child's school, including assistance through an Individualized Education Plan.

Provide information to each child's school about how his illness may impact his learning. Make referrals for home instruction if the child's doctor says that he/she is too sick to go back to

school for a period of time.The length of teaching time individual pupils receive is variable and depends on many factors

including: their medical condition, including psychological and surgical factors, their length of stay , any special educational needs, including exam requirements, teacher availability.

We have a carefully structured system of planning, recording and assessment to ensure that each child is appropriately taught.

All pupils have an Individual Register/Record sheet on which teachers record the work completed by each child and the progress made. Long-stay pupils also have a Personal Education Plan designed to address their individual learning needs.

The ongoing curriculum record, along with an end of admission, or termly report, provides a cumulative assessment for such pupils and can be a valuable source of information for home schools with whom we liaise.

INFORMAL EDUCATIONA very important aspect of the activity at the school are the extracurricular activities. Our pupils

are involved in a wide range of extracurricular activities that are focused on their integration in the local community and on the expanding of their general knowledge system.The specific targets of the informal education are:

• To become more independent in the social environment (home, street, school, town etc.) • To be prepared for a future occupational activity/job • To be able to relate and communicate with children of same age • To aware the society seeing the acceptance of children with disabilities

We try to develop the process of a better socialization through:1.partnerships/projects with mainstream schools 2. partnerships with local institutions like - police - churches - “ASTRA” library NGO-s 3. visiting and doing specific activities in special programs developed by - the museum of natural history the ASTRA museum of folkloric traditional civilization- ASTRA library4. thematic contests with pupils from other special and mainstream schools 5. watching performances puppet theatre- Circus documentary movies- ballet6. special celebrations Christmas - mother’s day- National day- end of the school year

7. after school workshops various painting activities- household /domestic activities art & crafts- tending to flowers, plants and animals- clay modelling 8. daily life learning activities - shopping - going out to restaurant - using public transportation 9. trips - visiting touristic objectives from Romania regarding art, history, science, nature etc.

- outdoor playing activities 10. commercial exhibitions

Selling the handmade product from the after school workshops 11. inform the society about children with SEN activities

- articles in newspapers or on TV - activities in public places on the occasion of international day for person with disabilities

12. involving volunteers in different projects that we run for children with SEN

PARENT EDUCATION (Parent involvment in our school?)The parents have a vital role in supporting their children education. In our school we try to take

into account the parents views, to provide information, advice and support and to make sure their wishes are listened by the school staff. So alongside the classic formal meetings with the parents that take place regularly during the school terms, our parents have the opportunity to take part to informal meetings and rather more socializing meetings that can break the routine in a pleasant way and create a more secure environment for the parents and children as well.

The mothers informal meeting is an example of informal activity where mothers discus their problems, inform each other and communicate with the school’s teachers. During these meetings they play different games or do icebreaking activities for socializing and familiarize themselves with the other mothers and with the school staff.

The parent day is another way of improving the communication between the school and the

parents and to give the opportunity to see their children in the class-room and to involve them in the chilldren’s education. The parent can be the best supporting person in the class-room. The child and the teacher has the opportunity to show of his work and the parent can get an image of his child potential and educational needs.

The family meetings with various ocassions, here in a Christmas activity, when the children alongside with their family (brothers can take part to) sit together at the table with other two or three families and do hand-krafts or play games, or have to achieve various tasks usualy as a family, as a team.

Parenting a child with special education needs can be a very dificult thing, sometime it’s a life’s work, therefore we try to encourage the parents to socialize with the other parents, to share their problems and needs to help each other in this difficult task or mission to give the best education to their children.

THE ”OPEN DOOR” PROGRAMME: beginning with the school year 2009-2010, at the suggestion of pupils’parents, a third grade teacher implemented a programme of work and cooperation between parents and children at school called „Open Door”.

This educational program encompasses:1. Monthly meetings with the parents during school hours (One day at school!), after a pre-

convened schedule, that it is announced to the parents at the beginning of each schoo year;

2. The possibility for parents, grandparents, foster parents, etc. to participate daily/at any time in classes alongside their children.

Through this open program, every parent has the opportunity to:1. discover how the child is learning, relating and behaving in school (How is my child

doing at school?);2. interact in an educational context with their own children,experimenting and learning

specific techniques and methods that are adapted to the child’s special needs (How can I learn/work efficiently with my child?);

3. Share from their own experience in rearing and educating their own children; to listen to other parents’ testimonies (Let’s learn from each other!).

The program provides a good plan in order to learn parents to help their own children- which after all is our main purpose. After three years the program it is very efficient and offers a better cooperation between school and parents.

CYPRUS

Working with our students

Therapies

Besides the educational programs our school offers occupational therapy, speech therapy, music therapy, physiotherapy and hydrotherapy on an individual basis or sometimes in a group.

Occupational therapyOccupational therapy helps children to learn lots of useful skills that can help them be as independent as possible. Our three occupational therapists are trained to evaluate performance, identify deficit, develop individualized program and goals for each student and evaluate progress. Through occupational therapy we aim for a better quality of life and the greatest possible independent functioning. In particular, our goals focus on the improvement of cognitive and perceptual skills, attention, memory, concentration, orientation, problem solving; the improvement of psychosocial skills, such as interaction with other schoolmates, self-esteem, communication and functions within a socially meaningful context; the improvement of fine motor skills, grasping and manipulating objects and eye-hand coordination; sensory integration, vision, audition, touch, smell, taste and movement; self care skills, food preparing and cleaning after eating, eating, washing face, hands and teeth, dressing.

Music therapyMusic Therapy is the systematic use of music, as directed by the music therapist, that addresses all areas of development: physical, mental, cognitive, social and emotional. Music therapy aims to improve students´ Social and Emotional skills, Communication skills and Motor skills. Music therapy sessions can either be individual or group, according to the needs of the students and their Individualised Education Plan. Each child and each class has a distinct dynamic that requires careful planning and preparation, but at the same time must allow enough flexibility so as to accommodate each child’s needs. Providing an emotionally safe environment is of utmost importance, where a climate of trust is developed that helps children feel secure and comfortable. The music class is also a place where the children are more relaxed and enjoy or try to communicate their feelings through music.

PhysiotherapyPhysiotherapy tries to improve postural control, muscle strength, range of motion, decreasing spasticity

and contracture, increasing muscle elasticity and joint laxity, joint alignment, motor control, increasing coordination and agility, balance and transitions. Despite the different available methods regarding the children with neurological problems, basic principles like conventional exercises, active and passive range of motion, stretching, strengthening and balance always remain the same. Neuro-facilitation techniques, such as the Bobath neuro-developmental therapy (NDT), are also used. Treatments are given from one to four times a week lasting forty minutes each, depending on the needs of the child. Through physiotherapy, we involve play activities to ensure compliance, we encourage social integration, we involve the family to the maximum possible extend and we have fun.

Special Physical EducationThe general objectives of Special Physical Education are multisided and related to psychosomatic development, development of basic moving abilities, reduction of disability consequences, body knowledge, self-esteem improvement, social adaption, encouragement of creativity and thought, orientation and balance improvement, muscle strengthening and improvement of aerobic ability. Our school SPE programmes include individual, group and inclusive sessions of gymnastics, dancing lessons, swimming and hydrotherapy, as well as bowling. We also take part in Special Olympics where our students compete with students from other special schools.

Speech TherapySpeech therapy is the study of prevention, diagnosis and treatment of speech and language disorders. All the students of our school are included in the speech therapy program, either individually or in a group. The majority of our students cannot communicate verbally and therefore we attempt to find a way of communicating either verbally or not. Our main goal is to find a way for our students to become able to communicate, thus helping them improve socially and emotionally. This is done through the use of modern technological means and methods, as well as through simple communication tables or signs. After the individual assessment of each student, the therapeutic programme will be formed, according to the needs and potentials of each student. Therapy is a continuous dynamic exchange between the therapist and the student. Continuous emphasis is also given on the pace of the development of each student. We interpret the speech behaviours of the child each time always working with warmth and respect to their personality building an emotional connection through which we support and meet the needs of each student.

Socialization programsAll students with Special Needs, however severe their condition may be, are entitled to social interaction within various settings which will give them experiences that will facilitate in their social life. Therefore, this is one of our main goals in the school´s syllabus. In order to reach this goal, it is necessary that the students acquire the adequate social skills and that they are successfully integrated into the social setting. In addition, another main long term objective of this program is for the students to gain maximum autonomy in their social life. The School organizes various excursions, aiming towards the broader social inclusion of the students, such as field trips, comprising of social and entertaining ventures within the community and various cultural events, sports activities on a local, district or national level. Different elementary or secondary schools come to our school in small groups and all children with or without special needs, work in class towards a common project or organising joint activities, for example making a cake in home economics class, making a handicraft, singing together or just playing together.

InclusionSince the educational policy of our Ministry concerning special schools includes continuous contact of all special schools with mainstream schools we give great importance in keeping in touch with different schools especially our neighboring ones. Some of our students attend different classes such as art, music or gymnastics, in the Nursery and Primary Schools right next to us. We think that inclusion is very

important both for our children but also for the other children without special needs. Even though Inclusion is all about the child’s right to participate and the school’s duty to accept the child sometimes not often, we are facing some problems with teachers or children that have problems accepting our children as equal.

Parents RoleBecause we feel that good cooperation between parents and teachers is related to the level of success of a child one of our goals is to create good relations with our students parents. We are having meetings with both parents not only at the beginning but throughout the year. During these meetings we hear their expectations about their child so we can formulate the child´s IEP. We also provide psychological support to all parents in need, provided by the school´s psychologist. We also give them some written guidelines of how to handle their children in the best possible way. We often invite parents to school and we give them the chance to participate with us and their children in many school activities. We give them time to talk to us in a very quiet and comfortable environment and we are always honest with them and maintain secrecy. At least twice a year we invite specialists that present a topic which is of interest and need of the parents. Unfortunately the parents involvement in the school life is not as much as we wanted it to be. The socioeconomic level of the parents, their educational level and also the child´s abilities are factors that affect the involvement greatly.

4. INTERESTING METHODS (OUR EXPERIENCE WE WOULD LIKE TO SHARE)

LITHUANIA

Music therapy.Research has shown that music has a profound effect on your body and psyche. In fact, there’s a growing field of health care known as music therapy, which uses music to heal. This is not surprising, as music affects the body and mind in many powerful ways. The following are some of effects of music, which help to explain the effectiveness of music therapy:

Brain Waves: Research has shown that music with a strong beat can stimulate brainwaves to resonate in sync with the beat, with faster beats bringing sharper concentration and more alert thinking, and a slower tempo promoting a calm, meditative state. Also, research has found that the change in brainwave activity levels that music can bring can also enable the brain to shift speeds more easily on its own as needed, which means that music can bring lasting benefits to your state of mind, even after you’ve stopped listening.

Breathing and Heart Rate: With alterations in brainwaves comes changes in other bodily functions. Those governed by the autonomic nervous system, such as breathing and heart rate can also be altered by the changes music can bring. This can mean slower breathing, slower heart rate, and an activation of the relaxation response, among other things. This is why music and music therapy can help counteract or prevent the damaging effects of chronic stress, greatly promoting not only relaxation, but health.

State of Mind: Music can also be used to bring a more positive state of mind, helping to keep depression and anxiety at bay. This can help prevent the stress response from wreaking havoc on the body, and can help keep creativity and optimism levels higher, bringing many other benefits.

Other Benefits: Music has also been found to bring many other benefits, such as lowering blood pressure (which can also reduce the risk of stroke and other health problems over time), boost immunity, ease muscle tension, and more. With so many benefits and such profound physical effects, it’s no surprise that so many are seeing music as an important tool to help the body in staying (or becoming) healthy.

At our school our music teacher uses music like a tool helping to speak, to describe the feelings and reach a positive self value. Music in dancing lessons also shows our students positive attitudes and their possibilities to reach good results, to show their talents.

Art therapyArt therapy encourages self- expression, self- establishment, turns students to find their place in the life. Maturity of a child is pursuing of every special pedagogue as a professional of this sphere. Art therapy develops self-cognition of special needs students. It helps to a child: To manage psychological problems; To reach emotional harmony; To eliminate behavioural troubles; To correct asocial thinking.

Analyzing children’s drawings we recognize children’s advantages and disadvantages, weaknesses and the reasons of conflicts, rising internally and in the family. Art therapy deflects a child from unpleasant, heavy experiences and directs at pleasant, emotional activity which warrants all affective and intellectual strengths. In this way child’s mind is harmonized. A collective drawing stimulates to communicate and collaborate. A positive effect is reached and self-evaluation changes.

Students learn to concentrate on, to “speak” with themselves and to say with a drawing what would never dare. A creative

process helps to find new interests, turns to art. Some examples of the themes:

“My family” – a goal is to know child’s social environment and his/her development features. “A tree, a house, a man” – to know widely child’s physical, emotional and intellectual features. “I” - to recognize the child’s self view. “Favourite colours (mandala)” – to convey internal emotions using colours.

Creative learning.All our students have big or a complex of different special needs. Their learning possibilities are limited but all teachers, mentors try to find the best ways how to help them to reach the best possible results, to raise their self- esteem and etc. So why art is integrated in majority of our lessons and activities. Art helps to express their feelings, their soul what is very difficult to say (speech and communication disorders). Our students learn English words drawing the things and colouring them with the words.

TURKEY

INTERESTING METHODS:

Name: Art of EbruStudents’age:8 – 13Materials:Paper(35*50cm),a metal box,water,kitre(a kind of liquid),a brush,biz(a kind of niddle),paint.Aim: This training aims to develop students hand skills, psychomotor skills.Students work individually so that they can recognize their abilities.How to do it: First of all,teacher shows the students how to make it,they observe her and start to do it individually.They put some water into a metal box,then they add kitre into the water not to mix the paints each other,next they add the paints into the water according to their figure after that they use brush and niddle to give the shape .Finally they put the paper on the water and they push the paper and dry it on the table.

Name: DodgeballStudent age:8-14Material:a ball Aim:This game aims to develop students’ group wroking and social interaction.How to it:Dodgeball is a sport played by throwing soft balls , or hard rubber balls, at people in a square court. Students are divided into two groups. The goal is to be the last one to be hit with the ball. Players may only throw balls at people who are not on their own team. If a player is hit by the ball, he or she should go to the outside of the court to the other team. From the outside, players throw the ball at players still on the inside.

Name: Picture StoryStudent age:7-8Aim:Seeing whether the students can put the photos in chronological order or not.Also developing their classification skills.Materials:3 or 4 photos of a family vacation, birthday party, or other special event in your child’s life and a tableHow to do it:Teacher makes student find photos of their family and them.Teacher mix the photos up and set them on a table and asks his/her student to try to remember what happened first and have the student choose the appropriate photo .Then he /she makes the student select the photo that represents what happened next. After that the student continues until selecting all the photos and places them in

chronological order. Finally the teacher makes his/her student tell the story of what happened from beginning to end, asking questions to help her remember more details.Name: Handkerchief PussStudent age:7-14Material: a Handkerchief or a bandanaAim:They develop social interaction and learn cooperation in a group.How to do it:Teacher divides the students into two groups and gives each a different number. One player on each team must have the same number. Teams line up on opposite sides and a handkerchief is placed in the middle. At random the “caller” calls out a number. The players that have been assigned that number both run to the middle and try to be the first one to grab the handkerchief. The player who grabs the handkerchief first gets a point for their team.

Name: Last Letter GameStudent age:7-14Aim:This game helps students learn the alphabet.

How to play it: A student starts the game by saying a word such as "car." The next player must say another word that begins with the last letter of the previous word, like "red." The game continues until someone is stumped and cannot think of a word.Students can not use a theme for words, such as states and cities.

SWEDEN

Interesting methodsWhat is SAAC?Some children have such great difficulties in their language and communication development that it is necessary to find new ways, in addition to speech, in order to make communication possible. They need AAC, Augmentative and Alternative Communication.Signing like AAC and SAAC are the most widely used AAC means of expression.SAAC is a method, not a language of its own. SAAC is used together with spoken language.

Why is the use of signing a good thing?· Signing demands less fine motor ability than speech.· Signing makes use of other senses. Signs may be both seen and felt.· Signing increases concentration. Signs may be detained longer in time than spoken words.· Signing is more concrete: CAR shows how the driver is turning the wheel; BOAT shows how the boat is rocking.· Signing illustrates the spoken language. Sign language will give yet another way to understand that there are “labels” for things. The visual support will accompany the spoken words and will be given simultaneously.· Signing is always available, which does not apply for all AAC methods.· Signing will reduce the speech flow of the adult.· Signing will work as a bridge between the surrounding speech and one’s own body language.· Signing will give the child the tools for language interaction before/if not speech arrives.SAAC as a method.

Signing should be used by both parties: Those around are supposed to use signing all the time! Then the child will receive a model for the usage of SAAC, sign stimulation for learning and better comprehension. The child will understand that signing is a way of communication.Signing is used for comprehension as well as a way of expression: Like you speak to the child long before the child itself is expected to use signs.Signing is part of language acquirement: SAAC is used in order to help the child to acquire language skills.Signing should be adapted to the child’s language level.Signing should only be used for key words/significant words.Signing should be used together with speech: Signing and speech will reinforce each other.You speak at the same time as you use signing. The signs will be incorporated into spoken language grammar.

SPAIN

INTERESTING METHODS (OR OUR EXPERIENCE WE WOULD LIKE TO SHARE)

FEELINGS AND EMOTIONSThere are a lot of students with autism in our school and they have great difficulties in the perception of emotions (something that difficult proper emotional development). We try to create a type of methodology that helps children to improve expression and perception of emotions, feelings and desires.We focus on two main types of feelings: happiness and sadness. This work involves all the school as we develop a mural with the faces of happiness and sadness of all the pupils.The program we try to develop includes various degrees of complexity according to the level of each student.At the first level we will use real images and sounds (crying or laughing) where the child has to identify the correct expression.

At the second level we replace real images by drawings.And finally, at a higher level of complexity, we propose actions where children have to recognize the emotion: happiness or sadness.

Once worked these emotions, other types will be introduced (pain, surprise, fear, etc..).

SCHOOL AGENDAThe agenda is used based on the actual situation of each student, knowing their capacities and difficulties and when because of their characteristics they need a more permanent information than was provided in an information panel. It is a very valid for students integrated into regular schools because students can use it anywhere, all day, and for students who need a high level of structure and anticipation.The model of the agenda should be the one that best meets the level of each student, so we must select the type of communication code will use and what information will propose. Communication codes used on our agenda are real photos, simple and abstract pictographs, written language.The information you are working on the agenda is: Personal data, day of week, month of year, weather, season, structured morning activities, the menu, the structuring of activities in the afternoon session, anticipation significant activities of tomorrow (parties, excursions, ...), activities during the weekend.Communication at work with the agenda must be present and be worked at all times. Communication is a priority to teach: teach visual communication, train signs and facilitate comprehension of spoken language.

“COOPERATIVA ESCALA” (SCALE COOPERATIVE)

What is a company in my school?'A company in my school' is an educational project carried out in Asturias for students in Special Education and Integration support centres. During the school year, students create and manage a cooperative education in the form that they made artisan products and they sell them in a market, once a year.Our school of Latores, following this project, has created the "COOPERATIVA ESCALA". The idea started the World year of people with disabilities and we had the collaboration of the “Chain of Training of Entrepreneurs” (Valnalón Management Company).Our proposal is to develop and commercialize products manufactured by the students of TVAA (students from 17 to 21 years old).In these nine courses, the Cooperative has developed the following changes: -Innovation in the way of organizing the contents of the teachings. -Using a methodology that requires the development of collaborative strategies and teamwork increasing social skills and personal autonomy; -Application of learning acquired in different situations. -Involvement of families and people around the activities of young people with special educational needs.The cooperative aims to develop the project through two markets: A first market in our school. A second market as part of the network of Education Schools of Asturias participating in this activity in the month of May in Oviedo.OBJECTIVES OF OUR PROJECT- Train critical and responsible students.- Encourage entrepreneurs and workers students.- Promote teamwork among students

- Involve the whole school community: teachers, business groups, NGOs, associations and other educational institutions.

DEVELOPMENT PROJECT EVALUATION AND EDUCATIONAL AND SOCIAL SCREENING.PROJECT DIFFUSION ACTIVITIESThe professionals who constitute the team promoting the Cooperative scale develop promotion and improvement of it, such as:- Development of a publication which reflects the experience and didactic aspects of the same and can be supportive or encouraging other initiatives along the lines indicated.- Participation in educational forums of project experiences. - Invitations to public and private entities to communicate the project and its methodology of work in the disability area.- Invitation to press, radio, local TV and regional ...- Information to families through circular, school magazine and website: http://web.educastur.princast.es/cee/latores/

PHYSICAL EDUCATION ACTIVITYIn this school, from the physical education area are worked many common content (usually less difficult) than in mainstream schools. But also as a very motivating for our students use new technologies through the video-game consoles well known to all (wii and play-station) through different types of games where they are required to focus for short periods of planning time in the digital board (called interactive games). Students see their image on the board, which helps make them aware of their own bodies and achieving significant improvements in laterality.

You get amazing results in this way primarily with autistic children. All in all as a priority objective initiative is intended to give to the movement, have fun and have a good time

ROMANIA

INTERESTING METHODS IN OUR SCHOOL

MONTESSORI METHODMontessori education is characterized by an emphasis on independence, freedom within limits, and

respect for a child’s natural psychological development.In our hospital school we have a mixed age classroom for children aged 3 to 12 years old Montessori's education method called for free activity within a "prepared environment", meaning an

educational environment tailored to basic human characteristics and to the specific characteristics of children at different ages. The function of the environment is to allow the child to develop independence in all areas according to his or her inner psychological directives. In addition to offering access to the Montessori materials appropriate to the age of the children, the environment should exhibit the following characteristics:

Construction in proportion to the child and his/her needs Beauty and harmony, cleanliness of environment Order An arrangement that facilitates movement and activity Limitation of materials, so that only material that supports the child's development is includedIn our school, Montessori  Montessori classroom for children from three to twelve years old serves 5

to 15 children in mixed-age groups, staffed by one trained teacher. Classroom is usually outfitted with child-sized tables and chairs arranged singly or in small clusters, with classroom materials on child-height shelves throughout the room. Activities are for the most part initially presented by the teacher, after which they may be chosen more or less freely by the children as interest dictates. Classroom materials usually include activities for engaging in practical skills such as pouring and spooning, materials for the development of the senses, math materials, language materials, music and art materials, and more.

THE MUSIC THERAPYTherapy trought music / music as therapy is a method that uses musical instruments and music to improve children’s mental, emotional and social status .In our school we use music as therapy, especially in our day care center for children with severe learning disabilities, because most of the children have no language developed and music can be purchased for them as a substitute for verbal language in therapy sessions.Therapy through music is carried out in two forms: in individual sessions and in groups, with a frequency of once a week, 45 minutes per session. In individual sessions, instruments are used as way of emotional expression, and as a connection in communication between the child and the teacher.The teacher makes a selection of several musical instruments and he arrange them in the room in such a way to keep them handy for the child . The teacher in this case, doesn’t have the role to lead the child in his experience but to offer support and accompany him, to create him a secure environment in which the child to feel free, protected and encouraged to discover and to express himself.

It can be used various methods , for ex: musical dialogue in which the teacher "meets” or answer the child by using musical instruments, " the mirror “ in which the teacher reproduce identical sounds as the child .This creates between the child and the teacher a special relationship/ bond in which the child feels listened, accepted, understood, it has the opportunity to interact from an equal position with the teacher.This will improve the courage to assert, to have more confidence, and decrease the frustration caused by inability of communication, in particular verbal expression.In the group sessions is pursued especially social objectives: awareness and assessment of other members of the group, listening to the other, waiting in line, forming the ability to lead a groupIn this type of intervention the teacher is leading the activity, proposing exercises with clear and certain rules that the kids have to respect .For example: children sit in a circle and give from one to the other an musical instrument until the teacher makes a sign . The child who gets the musical instrument at that certain moment when teacher makes / gives the sign has to play with it until the teacher gives a new sign .The musical instrument starts to travel again from a child another until all children have the opportunity to play the instrument .In the group session children achieve the ability to communicate, to relate and to interact with the other children and the teacher, creating a social dimension of their personality.Last but not least, in the group music therapy sessions, children acheive a series of knowledge about music and about musical instruments and develop their musical skills(vocal and instrumental )

AUGMENTATIVE ALTERNATIVE COMMUNICATION (AAC) METHODS. WIDGIT PROGRAMS.

In the present, in our school we run a project of implementing the AAC methods through the Widgit informatics programs. Widgit it’s being used in our school to help students with learning difficulties to engage in learning tasks, for raising accessibility of information both in teaching and curricular materials and the therapeutic activities and class management.

And here is the story told in pictures, how the programs helped to increase involvement in learning tasks and improved attitudes towards learning.

"C" is a student trained at home, due to particular medical condition. Because reading and writing skills are very limited, in conditions of severe mental deficiency, knowledge of appropriate reading experience is achieved with difficulty. In support of this difficulty, Widgit comes with a wonderful collection of stories told by symbolized pictures that can be presented in a variety of ways that emphasize students' ability to detect information. Oral presentation of the story followed by exercises of nomination-recognition of images created and extremely stimulating environment for the student.

Widgit symbols, grouped very well on sensory knowledge units, allowed the development of sensory stimulation activities (an activity centered on the concept of form, illustrated above) which may

take the form of the game (game of dominoes, in the picture above, on household objects, the personal autonomy).

Using accessible and illustrative images offered by Widgit resulted immediately increasing interest in reading and enrichment sensory experience activities.

Writing and reading is an area where many of our school pupils are experiencing difficulties as a consequence of present deficiencies (students with cerebral palsy, severe mental disability students, students with very weak reading-writing skills due to social and educational reasons, and other deficiencies) and most times are accompanied by manifestations of negativism and lack of interest in activities that involve writing, reading.

The symbols and images that accompany text is a strong support for increasing the accessibility of information transmitted. For student "A" with cerebral palsy, who writes and reads in a very slow pace for his age (13 years) Widgit symbols and images that accompany the text were a valuable intuitive support and a means to increase motivation for reading and writing.

In our school we have made lots of prints for class management like visual timetables, stories displaing board and materials for sensory stimulation activities, chips, flashcards, etc.. More accessible information on the timetable with the Widgit symbols had a noticeable effect among students.

InPrint is a valuable resource for teachers, due to its simplicity of use, in making worksheets and other materials for the class (in the image below is shown the realisation of a student book for the English class).

ITINERANT TEACHERS PARTNERSHIP PROJECTSIn order to support the SEN children integration in the local community, the itinerant teachers

from CSEI Nr.1 Sibiu have initiated a series of educational partnerships between the integration schools on one hand, our centre, and local community institutions on the other hand. These partnerships resulted in creation of new ways of communication between pupils from different schools, in ideas and experiences exchange.

„Romanian Tradition and Customs at Christmas”, „Welcome Spring”, „ The wonderful world of childhood” are examples of activities from a large range of themes related to religious holidays or other calendar events.

Nature calendar-educational projectAutumn colours: paintings and decorative handcraft objects – The lane in the winter –nurse the fire with artistic moments; Spring is coming! – walking-out , observing and taking photos in Village Museum; A wonderful world! – visit at the Zoo and at the animal farm. Traditions and customs for children-educational project Christmas tree ornaments and Christmas cards hand-craft; Mill story- painted eggs, rag doll hand-craft

The children learned songs, poems, made various hand-craft objects, made drawings, they played, made friendships, displayed their stuff, etc. During these activities the educative goals focused on relationships between pupils from different schools, improving the communication between different groups of pupils, the better communication among the teachers, the personal development of the pupils, stimulation of interests for our traditional heritage and encouraging their creativity.

CYPRUS

INTERESTING METHODS

Augmentative-alternative communication Augmentative-alternative communication is any method that replaces or supplements speech and writing when they are impaired. Low-tech communication aids are simple aids that do not need electricity or batteries to work, in controrary with the high-tech ones that are electronic devices that usually have a speech output. AAC, is used extensively in our school since only a few of our students use verbal communication. We use different switches that may activate a spoken message or simple or more high tech communication devices according to each child’s needs and potentials. We are also using the talking book where the child can talk about himself, answer questions or read or make a story. From our experience any form of augmentative communication gives our students great pleasure since it makes them able to participate even in a simple conversation.

Picture Exchange Communication System-PECSWe are also using PECS with some of our students that don´t use verbal communication or use very little of it, especially with our autism spectrum disorder children. PECS also supplements or replaces speech. Through PECS they can follow their daily routine easier and know what they are supposed to do each day.

Sensory RoomThis year we managed to complete our sensory room. The creation and function of the sensory room is based on the theory of Sensory Integration. Sensory Integration is a neurobiological procedure, which refers to the integration and the decoding of the sensory stimulus in the brain. According to this method, for people with different kind of disabilities and difficulties, the dysfunction of the SI, causes inefficient brain organisation and therefore several problems in the development, the process of the information and the behaviour of the individual. Specialised treatment in the sensory room provides our students with multisensory stimuli, in order to help them organise their brain better and improve different aspect of themselves (behaviour, concentration, learning etc). Our sensory room is basically used by occupational therapists, but everyone in the school is free to use it according to the needs of their students and their daily teaching. In our room, there are different kinds of equipment such us a pool with plastic multicolour balls, a swing, a bubble tube, fibres and a multiuse cube. The cube is connected to speakers, the tube and the fibres and it can be programmed to change the colour of the tube bubbles and the fibres, or to produce already recorded voice messages through the speakers. We have recorded that when our children are highly destructed, are being hostile, feel uncomfortable or show any form of antisocial behavior for some reason, or even when they are calm the environment of the sensory room has a positive impact on them.

5. CONCLUSIONS

LITHUANIA The school warrants accessibility of education, gives qualitative preschool, primary and basic

education, constant qualified speech therapy help for students having speech and communication disorders, gives a possibility for development of their linguistic expression, forms a public active personality able to integrate and socialize in modern life.

The priorities of the school:o Improving of educational process differencing and individualizing it;o Consolidation of children and students motivation rendering comprehensive special help for a

child as for an educating person with his individual strengths and skills. The aim of school work is to supply requirements of students having speech and communication

disorders according to their skills and forces, realizing programmes of primary education, adapted primary education, adapted basic education, special basic education which conform to standards of national background.

Special education help is a system of educational means, helping to make sure effective education of persons having special needs. A goal of help is to increase effectiveness of special needs’ person.

TURKEYDuring these comenius project,we noticed the following things; recognizing and understanding our integrated students well establishing a better relationship with parents of students parents learned how to behave their children finding and applying some interesting methods to improve our integrated students’ abilities the importance of supporting our students and giving individual help students gained self-confidence and learned how to cooperate with their environment

SWEDENDuring these Comenius project we have noticed :

o it’s important to establish parents education and a good relationship.o that if we work in teams whit all professionals at the school the children gets help more

often and the parents ablates.o it’s important that our work variegates and that we can find interesting methods to improve

the education.o that we can use our environment for education and make free materials for schoolwork.o that it’s important to discover and give special education in early age.o that it’s very stimulating and interesting to see other countries work whit children special

needs. We comes from different countries but we have so much in common.

SPAIN Our valuation on this multicultural exchange is very positive. It is very rich both personally and professionally share experiences, methodologies, ideas, different points of view ... on the same issue, with a common goal, to help improve the quality of life of individuals whose personal characteristics need extra help for their development both physically and intellectually and work together by sharing our

experiences and permeating on a single reality that beyond any border, people are the same and the needs as well.

The most rewarding moments the whole project have been those in establishing a relationship with partners face in transnational visits, times when the relationship with the components of the project is strong (stay together all day) and we impregnate the educative reality of the different countries through the guided tours organized by the hosts. All partners of the different countries that we have visited, have worked very hard to get that the visits to their countries were as successful as possible and we have been hosted optimally.

The main difficulties have been in the coordination through emails because in face meetings matters are resolved quickly, when exchange of information or questions is done via internet the answer most of times is not an immediate answer, and in a significant way slows obtaining goals. Therefore, in a one-hour meeting with the presence of participants better results are obtained than in a month of exchanging messages.

ROMANIA In the efforts to help pupils learn and valorize their capacities, there are often obstacles like perception

problems or attention deficits, intellectual disabilities, communication difficulties, social barriers, and many other problems. Overcoming these problems can be sometimes a real challenge and the solutions to pupil’s problems are depending on many factors like resources, policies, traditions, social values and attitudes, personal factors of those involved in special education, etc.

The collaboration between the educational institutions involved in this project resulted in authentic and valuable experiences about how the others are running this very complex process of teaching/learning, of social inclusion, of improving the actual state of disadvantaged pupils.

From the first common works in the project we, the Romanian team, where interested in similarities and differences between the special education systems, the allocated resources, the specific of professional development of teachers, the policies related to special education. We observed many similarities but also many new and interesting methods and points of view.

We established similarities with the other countries for example in using methods of language therapy, or in the use of alternative and augmentative communication resources and in other domains. We also observed that, there are more developed ways for the social inclusion an assistantship in other countries with tradition and better material resources that are available for the education. The general basis of special education are applied in all the modern education systems but there are specific social values and traditions that influence the education.

By taking part to this project we enlarged our perspective of special education in Europe, about how the social inclusion and education has developed in countries with a longer tradition and experience in educating CES pupils, about how the teaching/learning methods can be improved by sharing the experience with other teachers and made us aware of the general effort of the European countries to constantly improve the education act for pupils with deficiencies.

CYPRUSAll countries participating in this two year program seem to encourage and support the inclusion of children with special needs either in mainstream or special schools and this is done through the Special Educational Needs Legislation. The philosophy underneath this is to give all children with special needs the opportunity to grow and learn either together with their “non disable peers” or in special schools but certainly not in isolation. We believe that all of our countries are trying to give the children the

opportunity of equal education. What differs is the way and the means of educating these children in every country. But the most important thing that we noticed in all countries is that all teachers involved, are hard working, sensitive individuals that love and respect their students and are willing to become their eyes, their voice and their ears so they understand better the world they live in.

Furthermore despite our different culture, language and background what was important was that we managed to become friends with each other. After our first meeting in Romania, we realized that boundaries were no longer important. The important thing was that we all wanted to share, giving and taking from each other, expanding our horizons beyond our country´s narrow context. It was an unforgettable experience with lots of nice memories that we will all treasure for years to come.

PROJECT MEETINGSROMANIA NOVEMBER 2010CENTRUL SCOLAR PENTRU EDUCATIE INCLUZIVA NR. 1 SIBIU, str. Filarmonicii nr. 18, 550165, Sibiu, Romania, tel 004026210307, e-mail: scoala_speciala1@yahoo.com, www.csei1sibiu.ro , 969331@meb.k12.tr

TURKEY FEBRUARY 2011SARIGAZİ AHMET KELEŞOĞLU İLKÖĞRETİM OKULU, Ahmet, Taner, Kişlali Sok.No:4 Sancaktepe /Sarigazi, 03400, Istanbul, Turkey, tel: 0216 6218752, fax: 0216 621 63 07, www.ahmetkelesoglu.meb.k12.tr

LITHUANIA MAY 2011ŠIAULIŲ LOGOPEDINĖ MOKYKLAVytauto g. 235, LT-77178, Šiauliai, Lithuania, tel: +37041526827, e-mail: lim.siauliai@takas.lt, http://logopedine.mok.lt/

CYPRUS NOVEMBER 2011EΙΔΙΚΟ ΣΧΟΛΕΙΟ ΘΕΟΣΚΕΠΑΣΤΗTHEOSKEPASTI SPECIAL SCHOOLAmalthias 10A, 8021, Paphos, Cyprus, tel: 00357 26962011, e-mail: keaalitsa@cytanet.com.cy

SWEDEN MARCH 2012LYCKSELE KOMMUN KOU-FÖRVALTNINGEN, Furuviksskolan Skolvägen, 7, 92146, Lycksele, Sweden, tel: 0950-16316, www.Lycksele.Se, e-mail: Christina.Bergman@Edu.Lycksele.Se

SPAIN MAY 2012CPEE LATORES, Finca Fontaniella s/n, 33193, Oviedo, Principado de Asturias, SPAIN, tel: 985241867, e-mail: latores@educastur.princast.es