Workbook final

BJECTIVES

OALS

To ensure respect and human dignity and the rights of freedom and self-determination of the person with disabilities

and to promote full inclusion in the family, in school, in work and in society; to prevent and remove barriers that hinder

human development; to rehabilitate functionally and socially the person with impairments and to provide services and

legal and economic protection; and to arrange for measures that overcome the marginalization and social exclusion of

persons with disabilities.

In particular, to guarantee that all persons with disabilities can study in mainstream schools

settings (irrespective of their individual characteristics, sensorial, mobility, mental and psychosocial disabilities).

EATURES

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DDITIONS FROM THE

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The Law is to be classified as

national legally-binding regulatory policy

that provides a comprehensive framework for all

disability related issues, guaranteeing specific rights for people with disabilities and their families. It provides assistance,

stipulates full inclusion and the adoption of measures for prevention and functional rehabilitation, and also ensures

social, economic and legal protection. Its articles 12 to 16 establish the principles of a quality inclusive education:

The Law established the right to inclusive education for all children with disabilities to be included in day

nurseries, to attend schools, universities and any other education providers (Article 12) and to full participation

in school life, i.e. summer camps, etc. All schools, including private institutions, have the obligation to accept

students with all types of disabilities. Refusals are met with prosecutions and the removal of funding.

Inclusive education is defined as the development of the disabled person’s potential in learning,

communication, relationship building and socialising. Once recognized as a pupil with special needs by a clinical

diagnosis, a ‘dynamic’ profile of the pupil must be set up as basis for a Tailored Educational Plan. This plan is

defined by health service operators, specialized teachers at the relevant school and a psycho-pedagogical

expert, in collaboration with parents. The profile lays out all characteristics, difficulties, possibilities and

capacities of the student and is verified by all actors after an initial phase and reviewed after nursery, primary

and during secondary school.

Inclusion of pupils with disabilities in all classes at all kinds of schools and universities is to be achieved by the

following measures (Article 13): a) the coordination of all services (educational, health, social assistance and

others) provided by public or private entities, by the means of an agreement (according to their disability,

children may have assistants provided by health services); b) the equipping of schools and universities with

technical devices and learning subsidies; c) flexible timetabling and programming by universities; d) the

assignment of sign language interpreters at universities; e) the testing of classes with disabled students.

Municipalities and health services can make adaptations to the organization of the nurseries.

In every school, the support activities for pupils with disabilities are guaranteed through the assignment of

specialized teachers for learning support. Classes usually comprise a maximum of 20 pupils with one to two

children with disabilities. Class teachers and support teachers define strategy and methods. Support teachers

have a diploma in special needs education and are part of the team of regular teachers as facilitators of

inclusion for class teachers, pupils and school staff. There is an average of one support teacher to every two