Definition of target groups
Students with special or specific educational needs (SSE) are considered to be those for whom the support offered by regular education cannot be provided by the teacher in the same way as for other students.
The particular or specific needs of these students may relate to characteristics or difficulties in the motor, visual, linguistic and auditory domain, cognitive development, behavior or otherwise.
As a general rule, the Luxembourg school aims to guarantee the schooling of pupils with special or specific educational needs in the regular school system, where this inclusion is possible and desired by parents. The inclusion rate exceeds 99%.
Students with special educational needs
The pupils with special educational needs are children, youth and adults with disabilities or specific disabilities which, when offset by management measures prescribed by law, does not prevent them from achieving the objectives of their level education.
The amended law of July 15, 2011 regulates access to educational and professional qualifications for students with special educational needs. It provides for reasonable accommodation which allows pupils with special educational needs to attend regular schooling and to undergo tests to assess acquired skills.
In general, the pupils covered by this law benefit from regular education according to the objectives defined by the study programs of the various disciplines, but they benefit from arrangements adapted to their particular needs.
Pupils with special educational needs
Within the meaning of the law of February 6, 2009 on the organization of basic education, the pupil with specific educational needs is defined as:
‘child subject to compulsory schooling and who, because of his mental, character, sensory or motor peculiarities, cannot reach the skill bases defined for basic education in the allotted time’.
According to the law of July 20, 2018 on the creation of centers of competence in psychopedagogy specialized in favor of educational inclusion, a child or young person with specific educational needs is defined as having impairments or difficulties according to international classifications and having more difficulty in learn that the majority of children or young people of the same age.
The characterization of pupils with specific educational needs also concerns children or young people who are intellectually precocious and who need specialized care in order to develop their potential to the maximum.
Students in difficulty
A third, more general category concerns all students encountering difficulties on the physical, psychological, behavioral level, in their social environment or in their school career. It includes, among others, the two other aforementioned categories.
Secondary schools can organize special activities and courses for these ‘pupils in difficulty’, the objective being to prevent school exclusion, to lay the foundations for independent learning and to promote their integration into society. .
The Grand-Ducal regulation of March 25, 2009 determines the methods and target groups of these measures. The number of students with the following characteristics is used as a basis for calculating the school’s additional needs for teacher lessons:
Students who have suffered two or more school failures in their school career
Students who have been temporarily expelled or expelled from school in the past two years
Difficult students with a behavioral disorder
Pupils with special educational needs
Students benefiting from an extraordinary subsidy for students from low-income families
Students reported due to repeated absences or late arrivals
Students who systematically do not do their homework or prepare poorly for their lessons.
Specific aid measures
Since the creation within the MENJE of competence centers in psychopedagogy specialized in favor of educational inclusion (in 2018, see ch. 14.2 ), the care of children with particular or specific needs has been organized at three levels: local, regional and national :
At school level, teachers specializing in the education of students with special or specific educational needs (I-EBS) assist students in class and coordinate their education.
At regional directorate level, support teams for students with special or specific educational needs (ESEB) monitor the students concerned.
At the national level, 8 competence centers provide care for children for whom supervision at local and regional levels is not sufficient. These centers are aimed not only at children, but also at young people over 18, if their training makes the intervention necessary.
These competence centers are the following establishments:
- Center for the development of language, hearing and communication skills
- Center for the Development of Vision Skills
- Center for socio-emotional development
- Center for the development of learning
- Center for Motor and Body Development
- Center for Intellectual Development
- Center for the Development of Children and Youth with Autism Spectrum Disorder
- Center for monitoring intellectually precocious children and young people.