INTRODUCTION..............................................................................................................................

2
1. Brief presentation of the schools involved in the project.........................................................3
LITHUANIA..............................................................................................................................................3
TURKEY....................................................................................................................................................4
SWEDEN...................................................................................................................................................4
SPAIN.........................................................................................................................................................5
ROMANIA.................................................................................................................................................6
CYPRUS....................................................................................................................................................7
2. Education system in each country. Definition of a special needs' student, laws...................8
LITHUANIA..............................................................................................................................................8
TURKEY..................................................................................................................................................12
SWEDEN.................................................................................................................................................14
SPAIN.......................................................................................................................................................17
ROMANIA...............................................................................................................................................20
CYPRUS..................................................................................................................................................23
3. Work with the students having special needs: programmes. Methods, specialists, socialization,
unformal education, parents' role, institutions working with these students.............................27
LITHUANIA............................................................................................................................................27
TURKEY..................................................................................................................................................34
SWEDEN.................................................................................................................................................37
SPAIN.......................................................................................................................................................44
ROMANIA...............................................................................................................................................49
CYPRUS..................................................................................................................................................54
4. Interesting methods (our experience we would like to share)...............................................57
LITHUANIA............................................................................................................................................57
TURKEY..................................................................................................................................................59
SWEDEN.................................................................................................................................................60
SPAIN.......................................................................................................................................................61
ROMANIA...............................................................................................................................................64
CYPRUS..................................................................................................................................................67
5. Conclusions................................................................................................................................68
LITHUANIA............................................................................................................................................68
TURKEY..................................................................................................................................................69
SWEDEN.................................................................................................................................................69
SPAIN.......................................................................................................................................................69
ROMANIA...............................................................................................................................................70
CYPRUS..................................................................................................................................................70

INTRODUCERE
n ciuda creterii standardelor de via dou probleme rmn libertaea i destinul. Cnd te
gndeti la copil ntreab-te la nesfrit ce trebuie s faci pentru a se desvr i mai bine ca om; pentru a-l face
mai fericit i a-l ajuta s ating cea mai nalt stare de bine posibil; ce destin i este rezervat copilului n pofida
libertii lui i care este chemarea ta pentru al ngriji?
R. Steiner
Schimbrile rapide care au loc n lumea nconjurtoare reprezint provocri permanente pentru coal
ce trebuie s fie educaia, n ce fel trebuie s funcioneze pentru a duce la ndeplinire istorica misiune de
educaie umanului. Educaia se schimb nu numai pentru a se ajusta mediului n continu schimbare dar i
pentru dorina i necesiatatea de a-i mprti valorile i a ncuraja progresul cultural, social i economic.
Cel mai adesea profesorul devine un ghid, un ajutor, un sftuitor i un organizator. Profesorul se
autoeduc prin exerciiul reflexiv oferit de practic, explornd i evalund progresul elevilor, urmnd fluxul n
constant micare al informaiilor. Din acest punct de vedere studiile profesorului i permanenta sa dezvoltare
implic competene necesare n toate stagiile procesului de predare: de la selectarea coninutului pn la
utilizarea metodelor de predare.
Structura i coninutul crii este determinat de scopurile principale ale proiectului Take may hand and
be my friend: dezvoltarea, aplicarea i mprtirea metodelor innovative de predare/nvare pentru copii cu
nevoi educative speciale sunt sunt principalele fore motrice ale proiectului nostru i al cr ii de fa . Dorim s
atragem atenia societii asupra dezvoltrii educaiei, socializrii, a posibilitilor de educaie informal pentru
aceti copii. Obiectivul principal al Take my hand and be my friend" este mbunt irea calit ii i
accesibilitii educaiei pentru copiii cu cerine special prin gsirea, crearea i punerea n valoare a celor mai
bune metode de la nivel european.
Prin acest parteneriat European au fost identificate, dezvoltate i create material educative care pot
mbunti metodele de lucru cu elevii cu CES pentru persoanele implicate (prin i, profesori, psihopedagogi,
logopezi, etc.) Partenerii proiectului au mprtit, nvat, promovat i aplicat metode, experiene i practici
moderne de a creea echipe eficiente de lucru cu copiii cu CES. Grupurile de comunicare i canalele de
diseminare au fost deschise tuturor actorilor implicai din rile participante, organizii, institu ii, autorit i i
care au beneficiat de experiena achiziiona. Aceasta a ajutat i la conturarea unei atitudini positive a societ ii
asupra acestui grup marginalizat.
Temele principale ale proiectului au fost:
Prezentarea instituiilor noastre;
Compararea sistemelor educaionale, definirea conceptelor i prezentarea legislaiilor;
Metode de lucru cu elevii cu CES: programme, metode, specialiti, socializare, educaie informal, rolul
prinilor n educaie, instituii care lucreaz cu aceti elevi;
Experiene interesante pe care dorim s le mprtim;
Concluzii.
Autorii sper c aceast carte n care se regsesc bunele practice i experiene ale partenerilor ( sisteme
educaionale, metode de lucru, recomandri pentru prini i specialiti) vor devein o important surs de
informaii metodice pentru profesori, educatori dornici de a se autoperfeciona.
1. SCURT PREZENTARE A COLILOR IMPLICATE N PROIECT.
LITUANIA
SCOALA LOGOPEDIC IAULIAI
coala Logopedic iauliai este singura coal din Lituania pentru elevi cu un spectru larg de dizabilit i de
comunicare, tulburri emoionale i de comportament, dificulti legate de auz, etc. n coala sunt 128 de
pedagogi i 272 de elevi. coala furnizeaz educaie de baz pentru elevii cu nevoi special. coala include i un

department precolar unde sunt educai copiii cu vrste cuprinse ntre 3 i 6 ani cu probleme de dezvoltare,
comunicare i alte dizabiliti sociale.
Viziunea colii reflect sigurana, deschiderea i mbuntirea constant a instituiei educative urmnd valorile
democratice i umaniste n activitatea sa.
coala asigur accesibilitatea n educaie, support logopedic constant calificat pentru elevii cu dizabiliti de
comunicare i vorbire, ofer posibilitatea dezvoltrii exprimrii lingvistice, formnd o personalitate activ
capabil s se socializeze i s se integreze n viaa modern.
Sfera de activitate prioritar a colii:
mbuntirea procesului educativ prin difereniere i individualizare;
Consolidarea motivaiei elevilor oferind suport special complex pentru educare persoanei lund n
considerare abilitile i atuurile individuale.
Obiectivul activitii colii este furnizarea serviciilor educative ctre elevii cu dizabiliti de vorbire i
comunicare potrivit abilitilor acestora, realiznd programme de educaie primar, educa ie primar
adaptat conform cu politicile naionale.

Conjugarea nivelurilor interne

Stude
Stude
nts
nts
paren
Teach
MentMokini
tsSocial
Speec
peda
ers
ors ai
Mokini
h
Admini
Mokyt
Special
gogu
Auklt
tvai
therap
ojai
stration
ojai
pedago
e
Librar
ists
Administ
Sociali
Teachers
gue
ian
Logop
racija
nis
Specialu
of selfBiblio
edai
pedag
sis
expressi
tekini
ogas
pedago
Medical
on clubs
nk
gas
Saviraikos
and other
breli
staf
vadovai
Medicinos ir kiti
mokyklos
darbuotojai

TUCIA
COALA PRIMAR SARIGAZI AHMET KELEOLU
coala Primar Sargazi Ahmet Keleolu este localizat n Sancaktepe, stanbul,Turcia. Este o coal
relative mare. Noi avem 50 de profesori. Sunt 1679 elevi n coala noastr. Cei mai muli provin din alte zone
ale Turciei datorit omajului ridicat aa nct aceti elevi au dificulti ale limbii materne. De asemenea sunt 17
elevi integrai cu vrste cuprinse ntre 7 i 13 ani, copii cu dizabiliti psihologice i lingvistice.

SUEDIA
COALA FURUVIK

Prezentare
Lycksele este un ora din partea nordic a Suediei numit Lapland. n Lycksele avem o coal numit
Furuviksskolan.
Furuviksskolan este o coal public care include o grdini pentru dizabiliti de vorbire i comunicare i
clase cu elevi cu dificulti de vorbire i comunicare.
Copiii din ntreaga municipalitate vin la Furuvik dar i copii din municipalitile invecinate. Noi trim ntr-o
comunitate mic cu coli mici de aceea trebuie s colaborm n vederea asigurrii educaiei special.
Grdinia Furuvik este format din trei uniti colare dintre care una este grdinia pentru dificulti de
limbaj. Prima unitate are 18 copii cu vrste cuprinse ntre 1 i trei ani cu patru angajai dintre care doi sunt
profesori, iar a doua are 18 copii cu vrste cuprinse ntre 4 i 5 ani unde sunt trei angajai dintre care doi sunt
profesori. A treia unitate este grdinia integrat de logopedie. Grupa cuprinde 12 copii, dintre care 6 aparin
grdiniei de logopedie. Aceti copii au fost diagnosticai de un logoped, iar prinilor li s-a recomandat s
aplice pentru un loc la grdinia de logopedie aa nct copiii lor s aib cele mai bune condiii pentru
dezvoltarea ulterioar a limbajului.
Grdinia logopedic are 5 angajai, dintre care trei sunt profesori, unul este supraveghetor iar cellalt este
logoped. Grdinia logopedic fucioneaz sub patronajul Cosiliului Local Vsterbotten i al Municipalitii
Lycksele.
coala public
Furuviksskolan are 150 de elevi pn la clasa a VI-a. Avem copii cu diagnostic ca: dificulti de limbaj, elevi
cu ADHD, dificulti de citire i scriere, dislexie i de asemenea dificulti legate de matematic. coala a iniiat
clasele de terapie logopedic n anul 2003. Educaia s-a desfurat n gupe de vrste mixte i o parte din ele n
clase cu elevi obinuii. coala a primit elevi din ntreaga municipalitate.
Din toamna lui 2010 elevii cu tulburri de limbaj frecventeaz clasele normale i primesc support logopedic pe
baza nevoilor lor specifice. n munca cu aceti elevi sunt implicae multe personae. Municipalitatea este
responsabil cu activitile i activitatea profesorilor, desigur. La clasele unde este nevoie exist resurse
pedagogice suplimentare.
Profesorul de educaie special se ntlnete cu copiii la interval regulate i schieaz intervenia n concordan
cu diversele nevoi ale elevilor. De asemenea profesorul de educaie special are ntlniri cu profesorii de la clase
pentru planificare i sprijin. n coal exist, de asemenea, o asistent medical, o da pe sptmn, iar doctoral
colar viziteaz coala de cteva ori pe semestru. Un ofier de la serviciul de asisten social vine n coal n
fiecare a doua sptmn i ian parte la o ntlnire. Dac e nevoie ca un elev s l vad, i facem o rezervare.
Dac este nevoie, avem de asemenea acces la un psiholog colar.
SPANIA
CPEE LATORES
CARACTERISTICILE CONTEXTULUI SOCIO-EDUCAIONAL
1.-CONTEXTUL MEDIULUI SOCIAL
CPEE Latores este localizat ntr-o zon semiurban care aparine de Oiedo (ora din nordul Spaniei). Nivelul de
trai al familiilor elevilor este (nivelul veniturilor) mediu-slab n 47% dintre familii.
12,75% dintre elevi provin din familii dezavantajate i 22,1% provin din grupuri diverse de familii (familii
monoparentale, fr protecie, orfani, etc.)
2.- CONTEXTUL COLAR
2.1 CARACTERISTICILE NOASTRE SPECIALE

CPEE Latores este o coal public; totul este gratis pentru elevi inclusiv prnzul i transportul. coala a fost
construit n 1776 pentru a fi o coal special.
n 1986 prin legea 30121 din 5 Noiembrie 1986 n coala noastr este introus nvarea abilit ilor de
autogospodrire, ateliere de grdinrit i tmplrie). Din anul colar 1999-2000 este implementat programul de
instruire Tranziia la Viaa de Adult (Ordin de Guvern n 22 martie, 1999).
2.2-ELEVII NSCRII N CENTRU
De-a lungul anilor centrul a nscris elevi cu cerine educaionale specialecu cu diverse grade de severitate n
concordan cu legislaia i politicile educaionale. n present majoritatea elevilor au dizabiliti mentale dar cei
mai muli dintre ei au i alte limitri 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 disorders
Nowadays, 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 integration
Staff 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

ROMANIA
CENTRUL 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 comunity
We 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.
CYPRUS
THEOSKEPASTI SPECIAL SCHOOL
Theoskepasti 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 School
Students 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.
Disorders
The 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 students 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 students needs and abilities. It also includes the students personal information, his
current condition and a final report of the students progress. Each individualized educational program aims to
maximize the childs 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

2. Primary and lower

secondary school

3. Upper secondary
education

4. Vocational education and

training

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.
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).
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.
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);
- Students 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 students, 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).
TURKEY
EDUCATION 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 Education
The 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.
SWEDEN
THE 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 Act
In 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 gouvernance
The 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.
Preschool
The 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 Lpf98/10. 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 Education
In Sweden, attendance at school is compulsory for all children aged 716. 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 School
The 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 pupils 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 1620. 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 pupils 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 needs
The 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 SYSTEM
Mainstream 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 is
organised 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 of
providing 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 special
education schools or classes.
Specific legislative framework
The 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 the

principles 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 Disability
modified 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 schools 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 its 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
Its 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 its 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 its 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.

a.)
b.)
c.)
d.)
e.)
f.)
g.)

3.Formal education
Special 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:
Building of the new knowledge by virtue of the acquirements;
Using the every day life experience;
Giving teaching functionality;
Grip for the learning content through story-telling;
Comparing learning with other subjects;
Using trips and tours;
Using games.
In the following picture we present an example of a special education frame plan for sever and mild
intellectual deficiencies pupils:

CYPRUS
CYPRUS EDUCATIONAL SYSTEM AND SPECIAL EDUCATION
Ministry of Education and Culture
The 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 Commission

The 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 Education
Pre-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 Education
At 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 Education
Secondary 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 Education
The 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 Education
The 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 schools
Currently 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 Laws 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 childs evaluation.
Detection of a special needs child
Any 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 students 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, students possibilities to use necessary
services and help.
Psychologist cares about students psychological health and necessary environment, forming of communication
and social skills, changing of wrong behaviour.
Teachers assistant is responsible for support to fend the student himself and doing learning activities.
All people participating in requirement of students 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.
Its important communicating with a child:
To show respect, agreement and care;
To accent childs 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 childs possibilities;
To keep confidence.
Social partners working with iauliai Logopedic School
Help
All 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, tolerances 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, familys
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 Childrens rights security office.
Unformal/socialization
iauliai 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 iauliai 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 childs eyes, a
huge exhibition in iauliai pedestrian street for the Anniversary of iauliai 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 builders, tailors, cooks, 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 schools 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 iauliai 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 cant care of children of the lack of social skills, outrage, etc.) All students living in the hostel dont 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, dont 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 methods

Depending 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 teenagers socialization, preparing him/her to adults life during nonformal 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 iauliai Logopedic School.
Students coming to iauliai 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, dont make a syllable, change the places of the letters in the syllable, dont 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 programme
At 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
childrens 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.
TURKEY
Programme:
We use Individual Education Plan.Its 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 students 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 havent 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 studentspersonality,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 Vsterbotten. 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 / school
We 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 wont 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. Its 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 youll 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 children
Principal, 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 documents
Activities are to be worked out in accordance with the Education Act and our curricula, Lpf98/2010 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.
Methods
Attitudes:
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 childrens 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
childrens 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 ego
Vocabulary: Head, face, eye, nose, mouth, ear, cheek, chin, hair, leg, foot, toe, back, hand, fingers, stomach.
Conceptions:
Colour: Red-blue

Form: Angular-round
Number: 1-2
Prepositions: Under-over
Adjectives: Tall-short
Interrogatives: 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 childs needs.
The speech therapist is responsible for making regular follow-ups of the childs 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 routines
It is important for the childrens 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 childrens 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 childrens curiosity
and interest.

Motion and gymnastics

To know your body and to be in command of it are also important basic elements for the childrens 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 teaching
We 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 childrens 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 diagnosis
The 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 schools 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 schools

Specific 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 objectives
The 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 accessibility
The 2006 Ley Orgnica de Educacin, 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 school
The 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 pupils 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, subjects
The 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 personal
autonomy 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 schools

In 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 Pedagogy
Maestros 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 materials
Both 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.
FAMILIES
COLLABORATION WITH FAMILIES IN THE PROCESS OF TEACHING LEARNING
The 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 families
The 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 Educations 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 COMMUNITY
The 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
societys attitude towards the social inclusion and integration of those with different social disadvantages.
2 The itinerant teacher
The itinerant teacher needs to have a psychology background or a degree in special teachingpsychology, 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 childs 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 childs 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 pupils 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 pupils 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 students 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 communitys 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 School
Hospital 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 dont fall behind. This includes: coordinating assignments with childrens
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 EDUCATION
A 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 library
4. thematic contests with pupils from other special and mainstream schools
5. watching performances puppet theatre- Circus documentary movies- ballet
6. special celebrations Christmas - mothers 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 schools 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 chilldrens
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 its a lifes
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
pupilsparents, 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 preconvened 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 childs 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 (Lets 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 therapy
Occupational 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 therapy
Music 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 childs 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.
Physiotherapy
Physiotherapy 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 Education
The 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 Therapy
Speech 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 programs
All 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 schools 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.
Inclusion

Since 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 childs
right to participate and the schools 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 Role
Because 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 childs IEP. We also provide psychological support to all parents in need,
provided by the schools 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 childs 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, theres 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 youve 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, its 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 therapy
Art 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
selfcognition 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 childrens drawings we recognize
childrens
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 childs 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 childs social environment
and his/her development features.
A tree, a house, a man to know widely childs physical,
emotional and intellectual features.
I - to recognize the childs 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 selfesteem 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 Ebru
Studentsage:8 13
Materials: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: Dodgeball
Student age:8-14
Material: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 Story
Student age:7-8
Aim: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 childs life and a
table
How 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 Puss
Student age:7-14
Material: a Handkerchief or a bandana
Aim: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 Game
Student age:7-14
Aim: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 methods
What 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 ones 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 childs 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 EMOTIONS
There 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 AGENDA
The 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
(Valnaln 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 ACTIVITIES
The 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 ACTIVITY
In 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 videogame 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 METHOD
Montessori education is characterized by an emphasis on independence, freedom within limits, and respect
for a childs 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 included
In 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 THERAPY

Therapy trought music / music as therapy is a method that uses musical instruments and music to improve
childrens 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, doesnt 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 group

In 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 its 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 PROJECTS
In 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 project
Autumn 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 handcraft

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 childs 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-PECS
We are also using PECS with some of our students that dont 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 Room
This 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.
TURKEY
During 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
SWEDEN
During these Comenius project we have noticed :
o its 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 its 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 its important to discover and give special education in early age.
o that its 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 pupils
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.
CYPRUS
All 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 countrys narrow context. It was an unforgettable experience with lots of
nice memories that we will all treasure for years to come.

PROJECT MEETINGS
ROMANIA NOVEMBER 2010

CYPRUS NOVEMBER 2011

CENTRUL 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

E
THEOSKEPASTI SPECIAL SCHOOL
Amalthias 10A, 8021, Paphos, Cyprus, tel: 00357
26962011, e-mail: keaalitsa@cytanet.com.cy

TURKEY FEBRUARY 2011

SWEDEN MARCH 2012

SARIGAZ AHMET KELEOLU LKRETM

OKULU, Ahmet, Taner, Kilali Sok.No:4 Sancaktepe
/Sarigazi, 03400, Istanbul, Turkey, tel: 0216 6218752, fax:
0216 621 63 07, www.ahmetkelesoglu.meb.k12.tr

LITHUANIA MAY 2011

IAULI LOGOPEDIN MOKYKLA
Vytauto g. 235, LT-77178, iauliai, Lithuania, tel:
+37041526827,
e-mail:
lim.siauliai@takas.lt,
http://logopedine.mok.lt/

LYCKSELE
KOMMUN
KOU-FRVALTNINGEN,
Furuviksskolan Skolvgen, 7, 92146, Lycksele, Sweden,
tel:
0950-16316,
www.Lycksele.Se,
e-mail:
Christina.Bergman@Edu.Lycksele.Se

SPAIN MAY 2012

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