Special educational needs Determination
In principle, support is a basic principle of pedagogical action in all forms of schooling. It is the task of all teachers to ensure age- and development-appropriate support. Special education support extends general support. In particular, it is intended to support students in the development and development of their mental, emotional, physical and social abilities, abilities and inclinations through individual help. Special educational support has the task of empowering pupils to live independently and together, learn and act, taking into account their individual possibilities. The need for special education is to be assumed by pupils who are so severely affected in their educational, development and learning opportunities that they cannot be adequately supported without special support. Special educational needs vary and can be concentrated in the following areas: Learn Language emotional and social development See Hear physical and motor development Spiritual development Autistic behaviour Standardised diagnostics in the special pedagogical identification procedure determine whether there is a special educational need in the special pedagogical funding priorities mentioned above. In principle, the special pedagogical focus of funding is designated as a result of the identification procedure and documented in the communication.
In the manual for the implementation of the special educational identification procedure, the procedure and the necessary forms are laid down in a binding manner. You can see this handout in the school, in the special educational support and counselling centres and on the education server Berlin-Brandenburg .
In the manual for the implementation of the special educational identification procedure, the procedure and the necessary forms are laid down in a binding manner. You can see this handout at the school, in the special educational support and counselling centres and on the education server Berlin-Brandenburg.
If it is to be assumed that the pupil is so severely impaired in the respective educational, development and learning opportunities that he/she cannot be adequately supported without special support.
First of all, an application is made to the regionally competent state school board for the identification, modification or termination of the special educational needs. The State School Board commissions the competent Special Educational Support and Advisory Centre to carry out the identification procedure. The determination procedure is carried out by a funding committee and is usually divided into 1. the basic assessment of special educational needs (level I) and 2. the promotion diagnostic learning observation (level II). The funding committee then draws up an education recommendation. As a result, the State School Board decides, taking into account the parents' wishes, on the basis of the educational recommendation of the funding committee after the implementation of level I or level II whether and which special educational needs are available. If this is the case, the State School Board will decide on the 1. the place of learning, 2. the grade, 3. the framework curriculum to be applied; 4. the funding content and 5. where necessary, whether compensation for disadvantages is to be granted. With the decision of the State School Board, the pupil is admitted to the assigned school with the corresponding special educational needs and the school relationship is justified.