Special education
The purpose of special education is to support the student in their learning as early as possible and to continue this support as long as there is a need. A student with minor learning difficulties who requires additional support to enhance their learning conditions should be provided with part-time special education. This special education takes place alongside regular teaching.
If despite these support measures, the student does not meet the goals of the general curriculum, they may be transferred to special education. At this point, an individual plan for how the education should be organized is created. This plan is developed together with the guardians.
The Work of a Special Education Teacher in School
In special education, we focus on student-centered learning. Together with the student, we try to find the ways in which the student learns best and thereby improve the student's learning conditions and boost their self-esteem. The special education teacher works closely with the class teacher. We regularly discuss which students need special support to develop their reading, writing, or mathematical skills. Additionally, the special education teacher regularly assesses students' reading, writing, and math skills.
Assessment of Students' Reading, Writing, and Math Skills
Grade 1
At the start of the fall term, the special education teacher joins the class with the class teacher. We also meet the students individually to assess their letter recognition, any reading skills, and speech. Together with all the first graders, we assess their phonological awareness (rhyming, word length, sounds, etc.) and mathematical concepts (such as fewer, more, before, and between). During the spring term, a follow-up assessment of all first graders' reading and writing skills is conducted.
Grades 2-3
At the beginning of the fall term and mid-spring term, we assess students' reading and writing skills. In grade two, we also assess their mathematical skills.
Grades 4-6
At the start of the fall term and mid-spring term, we assess the students' reading and writing skills.
Individual Training Programs
Based on the above assessments and observations, individual training programs are developed to fill any gaps in the student's knowledge as early as possible. If a student's difficulties need further investigation, the special education teacher collaborates with the school psychologist.
Information for Parents
Parents are informed about current assessments and individual training programs in special education through information sheets, a communication book, or personal conversations. A home and a special education teacher that support the student together achieve better results than if each works independently!
Collaboration Across Grade Levels
The special education teacher collaborates with both the preschool and grades 7-9. Before the transition to grade 1, we discuss the upcoming students with the future class teacher for grade 1, the special education preschool teacher, and the respective preschool teacher. When transitioning to grade 7, we inform the special education teachers and counselors at the receiving school about our students. This way, the transition to a new stage is smoother, and the receiving school is already well-informed about which students need special support.
Do you have questions about your child's potential need for special education?
Contact the special education teacher at your child's school!
Part-time Special Education
Part-time special education is intended for students who need extra support in a subject for a short period of time where regular support teaching is not sufficient. The instruction takes place in a small group and follows the general curriculum with an emphasis on the central educational content. The student takes the class's tests and is assessed according to general assessment criteria. In part-time special education, reading and writing training is also provided.
Adapted Education
Adapted education is for students who have been transferred to special education through a committee decision based on an investigation of the student's difficulties. For students transferred to special education, an individual plan is drawn up indicating in which subject(s) the student follows an adapted curriculum. An adapted curriculum means that the amount of content is reduced or the level of difficulty of the content is adjusted. In other subjects, the student follows classroom teaching. In adapted subjects, the student is assessed based on individual goals. In these subjects, the grade is marked with an asterisk.
JOPO
JOPO is intended for students with declining averages and lack of motivation, as well as for those who underperform or receive unexpectedly poor results. JOPO is for students whose learning styles are more practical. Therefore, part of the instruction can be realized through work practice. The student can follow the general curriculum or an individual plan. Students are admitted to the JOPO group through a special application.
More information can be found on Studieinfo:
Grades 0-6
Guidance is primarily handled by the classroom teacher and focuses on the basics of study skills, self-awareness, and self-confidence. Interaction between the student, parents, and school is central.
Grades 7-9
In grade 7, student guidance is part of the schedule. The instruction includes topics like how to do homework, self-awareness, lifestyle choices, and developing one's own learning style. Additionally, students learn how to work together. In the spring, information on electives is provided. Guidance is mainly managed by the student counselor and the class teacher.
In grade 8, the focus is on various professions and educational paths. Practical work-life orientation, known as PRAO, is arranged for one week.
In grade 9, most of the time is used for information about upper secondary schools. This includes visits to different schools in the area and aptitude tests. Individual conversations with students about their future plans are an important part of shaping the students' continued educational paths. The joint student application process is handled at school but also during events in the evening at Centrumskolan and Tegengrenskolan. Collaboration with upper secondary schools is central.