Educational Support in Lux 2
Educational support is available within our school, ranging from temporary and relatively light, to quite intensive and long-term. Since the school year 2013-14 the European Schools have adopted a new comprehensive policy on educational support which attempts to be more flexible and adapted to the different and evolving needs of the pupils. What used to be Learning Support (LS) is now called either general or moderate support, whereas the former SEN (Special Educational Needs) support is now called Intensive Support (IS). Also the language support given to SWALS pupils or pupils who arrive late in the system is included in the Educational Support, as is support or special arrangements given to pupils with high potential.
The two official policy documents on educational support can be consulted here:
- Policy on the Provision of Educational Support in the European Schools
- Provision of Educational Support in the European Schools – Procedural document
http://www.eursc.eu/Documents/2012-05- D-15- en-10.pdf
Under this relatively new policy, three types of educational support can be provided:
General: usually fairly light and short-term assistance for pupils who may be experiencing difficulty in a particular aspect of a subject, who need to ‘catch up’ due to late arrival in school or illness or may be working in a non-native language. General support is based on a Group Learning Plan (GLP).
Moderate: an extension of general support provided for pupils with a mild learning difficulty or in need of more targeted support. Moderate support is based on a Individual Learning Plan (ILP).
Intensive: provided for two distinct groups, also based on an ILP.
A. the former SEN (Special Educational Needs) support, provided on an ongoing basis for pupils with special educational needs (SEN): learning, emotional, behavioural or physical needs.
B. Provided on a short-term basis for pupils without SEN but with an acute educational need
To obtain Intensive Support A (ISA), a diagnosis or a psycho-educational report of the pupil should first be established. The individual needs and approach should then be agreed with the school during a so-called dedicated Support Advisory Group meeting, which should fully involve the parents. The purpose and interventions proposed for intensive support shall be laid down in a so-called Individual Learning Plan (ILP) for each pupil.
Click here for more information:
The new policy also foresees special arrangements of various kinds to address specific needs or impairments. This extends to special conditions for tests and exams, depending on objective needs.
Individual European Schools are expected to draw up internal guidelines on the provision of educational support taking into account the specific conditions and circumstances of each school. In the new Parents Memorandum 2016/2017, our School gives more detailed information on educational support in booklet n.14 Student Support. Moreover the School organizes information evenings on educational support for both cycles.
The new policy on Educational Support is an improvement in terms of flexibility and adaptability to the specific needs of each pupil. In practice, though, many European Schools have run into some constraints in fully implementing all provisions of the new policy, e.g. with respect to rolling out ILPs or hiring support teachers with specific experience and expertise in dealing with specific difficulties or disabilities.
Finally, the schools no longer provide in-house specialist support for pupils, such as in speech therapy or occupational therapy. This now has to be arranged by parents themselves, possibly using so-called tripartite contracts involving school, parents and specialists.
Who to contact
Your first points of contact concerning Educational Support should always be your child’s teacher and the Educational Support Coordinators:
For any questions related to educational support, parents can approach Apeeel2, who can advise parents by sharing information and supporting them in their contacts with the school: email@example.com
Meeting for Carers 28-30 November 2017
On 28 and 30 November 2017, Mr Andreas Beckmann, Deputy Secretary General of the European Schools, has presented to Staff of the European Institutions the school’s policy regarding the “Inclusion of Children with a Disability in the European Schools” in the European Parliament’s premises in Luxembourg and Brussels. APEEEL2 representatives were present at both events. Please click on the links below for the Report as well as the programme & information on the events.
Results from the Educational Support Survey
An evaluation of the implementation of the new Educational Support Policy that came into force in 2013 is currently under way in all European Schools. This evaluation also includes a two-day inspection of each school by the school-inspectors in charge of educational support, during which they will also meet with representative of our Parents’ Association APEEEL2.
In this context, APEEEL2 ran a survey amongst Lux2 parents. APEEEL2 wants to send a heartfelt thank you to all the parents who took the time to answer our first survey on Educational Support. Over 130 responses meant that we could draw up a rich and factual report which you can view by clicking on the following link Educational Support Survey Report 2017 . This report was also handed over to the Educational Support inspectors for their evaluation and to our School’s management to be a basis for further constructive discussions.
- FORMATION “En Classe avec mon iPad” – Nov-Dec 2017
En Classe avec mon iPad – Special DYS
- PUISSANCE DYS
3-day Training Course- Hesperange- 3/5 March 2017
- FORMATION “En Classe avec mon iPad” – Nov-Dec 2017
STAGE DE REMEDIATION POUR ENFANTS ET ADOS DYS.
DYS Innovation on Facebook – stage du 3 au 5 mars 2017
Brochure – Stage du 3 au 5 mars 2017
Pour la première fois au Luxembourg un stage de l’association PUISSANCE DYS avec Béatrice SAUVAGEOT (orthophoniste, neuropsychologue) et Michèle Agnes MAGALHAES (pianiste compositrice) pour dyslexiques, dyscalculiques, dysorthographiques et dysgraphiques.
For more info on Puissance Dys: Puissance DYS