Comenius Regio ProjectApproaching Delinquent Behaviour at School

Greece-Norway

Best practices from Norway

Integration

Integration 1/2http://arbere.eu/integration Main differences No special schools but special education in

customised training schools. Transport covered by the public. It is not the parents who have to run and pick up their children.

All students will go together in the same group based on the year they were born. Mentally and physically handicapped students in a class with non-disabled students. The same total number of teaching hours as

other pupils

Physically handicapped students. The school can not say that they can not accept students in wheelchairs. Physical and psychological environment in the school edified for all students

Pupils with a mother tongue other than Norwegian have a lawful right to be educated in what is native. Special language tuition to improve in Norwegian.

Integration 2/2

When was it first applied?30 years ago

Is it applied at all schools in the region or was it a school initiative?All schools

Do students seem to like this practice?Both disabled and non-disabled students seem to like it equally

Do teachers think that it is a good practice?Yes, it helps all of us combat discrimination

What are the benefits?Integration, awareness, socialisation. Respect by non-disabled students, being together.

Best practices 1. Integration in customised training schools

Easily, by using Parallel Support as Special education in general schools.

Teachers show special support and adjust curriculum for students with special needs

Deteriorate cognitive outcomes for students with special needs (provision by state for university entrance, other forms of evaluation)

Potential transfer in Greek schools

Best practices 2. Transport covered by the public When was it first applied?

30 years ago Is it applied at all schools in the region or was it a school

initiative?All schools

Do students seem to like this practice?Yes, but especially parents because they are not obliged to change their daily programme

Do teachers think that it is a good practice?Yes, because students get special attention by public

What are the benefits?Independence to the whole family, students feel there is special provision for their problems, parents can choose school irrespectively of distance

Potential transfer in Greek schools High cost but shows social provision.

Support to family Help for parents who have to transfer their

child

Whether students with physical disabilities or not

Best practices 3. Wheelchairs in classrooms

When was it first applied?10 years ago

Is it applied at all schools in the region or was it a school initiative?All schools

Do students seem to like this practice?Yes, they use them a lot

Do teachers think that it is a good practice?Yes, you are “in their shoes”. While simply changing seat, it means much more

What are the benefits?Feeling how it is, understanding, sympathy, getting used to diversity

Potential transfer in Greek schools Low cost, used wheelchairs from hospitals Great innovation for typical Greek

classrooms Indirect way to train students

Best practices 4. Facilities for physically disabled

When was it first applied?By education law, 20 years ago

Is it applied at all schools in the region or was it a school initiative?All schools, by education law

Do students seem to like this practice?Yes, because school is adjusted to greater physical environment

Do teachers think that it is a good practice?Yes, we have to take care for students with disabilities and provide them with freedom in mobility while at school

What are the benefits?Social provision, show in practice respect for disabled, adjusted to regulations

Potential transfer in Greek schools High cost, but only once Example since no facilities in greater

physical environment Indirect way to train students

Some history of special education in Norway :

In 1881 Norway got its first law governing special education . It should by law be organized schools for the deaf, blind and mentally retarded children.In 1951 Norway got a special school law which required the state to provide education for special needs groups in their own schools . The weakest were considered not proficient training and was therefore not covered by the law.• In 1975 a special school law repealed. Also children under school age were given the right to special assistance.

In 1987, it was emphasized that all children as far as possible should be able to go to the school they geographically belongs.

Young people with special needs got in 1982 first right to admission to secondary education. The same student group received in 1991 the right to upper secondary education for more than three years , when the expert assessment is made decisions about it. From 1994, when all young people in Norway had a right to three years of secondary education , got pupils with special education right to primarily chosen course and the opportunity to receive up to five years of secondary education.

"One can say that inclusion is achieved when the term has lost its value - when all students receive instruction and training tailored to their requirements along with all the other children . "

Thank you for your attention !