Anton with classmates and teatcher

Special needs support

The learning environment must be accessible to everyone. In order for all children, young people and adults in need of support to receive equal opportunities in education, knowledge about accessibility is required.

This could mean, for example, allowing pupils to read, write and do arithmetic based on their own prerequisites. It could also mean strategies for how to adjust learning and teaching materials to fit each pupil. It also means having knowledge about how to treat pupils, how to increase participation, the devices that are available, physical access and how to adapt physical activities within the school organisation.

We act as a partner

Pre/schools, schools and adult education programmes are welcome to contact us for advice on issues concerning special needs education. We offer our competency and skills to municipal or independent preschools and schools through one of our five regional offices. In most cases, a person or team that is in charge of these issues at a particular school contacts one of our special needs advisors. The questions they ask may involve teaching strategies and attitudes, competency development or the pedagogical consequences of disabilities.

In other cases, we may be the ones initiating a meeting to discuss the needs of a municipality or school regarding more long-term special needs support. We also offer in-service training at no charge. Teachers and head teachers are important target groups for our courses, distance education programmes, conferences and seminars.

Supplementary support

The aim of special needs education is to map out with highlighting and clarification, based on educational issues, how the immediate environment can be developed in order to fulfil the needs of children and pupils.

At our national resource centre we conduct special needs studies and analyses. These are made by teams of researchers, representing a number of competencies, in co-operation with teachers from preschools or regular schools and other people who are important to the child or pupil. The resource centre also offers courses for parents.

A special needs investigation is carried out in the child's or the pupil's immediate environment, and can also be carried out at one of the Agency's four national resource centres:

  • Resource centre for sight
  • Resource centre for speech and language
  • Resource centre for deafness/hearing
  • Resource centre for deaf-blindness

The resource centre receives children and pupils with:

  • visual impairment with or without other disabilities
  • severe speech and language disorders
  • deafness or impaired hearing combined with severe learning disabilities and/or autism
  • congenital/early deaf-blindness

 

Publicerat torsdag 30 april 2015 Granskat måndag 13 november 2017

A school for all

The film, ”How do you create a school for all?” shows how a Swedish school adapts the environment to a student with cerebral palsy and in need of alternative communication in order to communicate with others.

AAC at early stages of development

AAC in schools for pupils with learning disabilities

The films “AAC at early stages of development” and “AAC in schools for pupils with learning disabilities” describe multimodal communication, i.e. a combination of manual expressions and different forms of graphic communication.

About participation in school

The film ”About participation in school” describes a model for participation.

Signs of Guiding and Acquiring Bilingualism in Swedish Sign Language and Swedish (Lecture)