Special Needs Education: What Is New?
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Special needs education in Switzerland came into being in the 19th century. The first institution for blind children and young people was opened in Zurich in 1810, the first institution for deaf mutes in Yverdon in 1811, and the first special needs class for children and young people with learning disabilities in La Chaux-de-Fonds in 1882.
With the introduction of invalidity insurance (IV-AI) in 1960, private foundations and associations along with the municipalities and cantons were able to build special needs schools with comprehensive coverage throughout Switzerland.
With the introduction of invalidity insurance (IV-AI) in 1960, private foundations and associations along with the municipalities and cantons were able to build special needs schools with comprehensive coverage throughout Switzerland.
Increased Parental Involvement
Today, the education and training of handicapped children is also provided largely by their parents. Private organizations, especially parental associations, have created the essential momentum for this development.
Increase in Special Needs Schooling
In recent years, the proportion of children attending special classes has increased constantly. The same applies to special schools, albeit to a lesser extent. Indeed, the number of pupils with behavioral disorders, difficulties at school and learning disabilities is increasing in the specialized facilities, such as classes with a limited number of pupils or special classes. In particular, the proportion of children and young people speaking a foreign language as their mother tongue is increasing constantly in these classes. The numbers of foreign-language speakers are increasing in the special schools too.
The provision of outpatient support has also increased in the regular schools. This trend can be explained by the growth of special educational needs, the greater effectiveness of diagnostic tools revealing the increased complexity of the difficulties or the handicap, or perhaps a lower threshold of tolerance on the part of the regular school system in relation to pupils' difficulties. That is why differentiated educational approaches that are more capable of coping with the greater heterogeneity of school classes are increasingly necessary.
Integration of Handicapped Children in the Regular Schools
The integration or inclusion of handicapped children or young people in the regular classes is increasing, not only in Switzerland but also internationally. Thus, at both cantonal and local levels a great variety of integrated schooling practices are deployed. However, in spite of these integration efforts, the number of pupils attending special schools is also increasing.
Today, the education and training of handicapped children is also provided largely by their parents. Private organizations, especially parental associations, have created the essential momentum for this development.
Increase in Special Needs Schooling
In recent years, the proportion of children attending special classes has increased constantly. The same applies to special schools, albeit to a lesser extent. Indeed, the number of pupils with behavioral disorders, difficulties at school and learning disabilities is increasing in the specialized facilities, such as classes with a limited number of pupils or special classes. In particular, the proportion of children and young people speaking a foreign language as their mother tongue is increasing constantly in these classes. The numbers of foreign-language speakers are increasing in the special schools too.
The provision of outpatient support has also increased in the regular schools. This trend can be explained by the growth of special educational needs, the greater effectiveness of diagnostic tools revealing the increased complexity of the difficulties or the handicap, or perhaps a lower threshold of tolerance on the part of the regular school system in relation to pupils' difficulties. That is why differentiated educational approaches that are more capable of coping with the greater heterogeneity of school classes are increasingly necessary.
Integration of Handicapped Children in the Regular Schools
The integration or inclusion of handicapped children or young people in the regular classes is increasing, not only in Switzerland but also internationally. Thus, at both cantonal and local levels a great variety of integrated schooling practices are deployed. However, in spite of these integration efforts, the number of pupils attending special schools is also increasing.
