natgillin/translations-raw huggingface dataset:
Psykologisk under­søgelse efter behov.
School medical officer must always examine pupil.
Afleverende skoles lærer og rektor indstiller til den modtagende skole.
Westph. always be heard and may appeal schools principal reports.
De to rektorer med­virker ved afgørel­sen.
Receiving school must examine and prepare report as a basis for school authority's decision
Forældrene kan næg­te, men myndighe­dernes afgørelse skal ledsages af retsbelæring.
School medical officer submits certificate, and where necessary special ist in hearing and motorhandicapped cases.
Den afleverende sko­Skolepsykologisk le leverer en vurdering kan ind­skriftlig indstil­hentes. ling. Den modtagen­de skole efterprø­ver eleven og sen­der samtlige rap­porter til skole­forvaltningen .
Handing-over school's Psychological exami teachers and princi nation if necessary pal make recommendation to receiving school. The two principals participate in decision
Forældrene høres, har klageret til domstol.
School-psychological assessment may be obtained tained
Læreren afgiver be­Skolepsykologisk grundet anmeldelse undersøgelse i til skolemyndighed. tvivlstilfælde, f.eks. ved klage til domstol.
Parents may refuse, but authorities' de cision must be accompanied by a 'case stated'
Modtagende skolele­der udfærdiger spe­cialpædagogisk vur­dering med indstil­ling.
School medical officer Youth welfare officer or medical officer of participates in special health submit reports to cases. school authority.
De fleste er katolske medens de øvrige er konfessionsløse.
Receiving school re-examines pupil and for wards all reports to school authority
Danmark har kun få private specialskoler.
Parents are heard; may appeal to the Court
Socialrådgiver kan med­virke.
Cooperation with the home is essential for good results.
Afgørelse træffes af skolemyndighed.
In turn, the handicapped pupil's own acceptance of specialteaching arrangements is dependent upon these factors.
Skolelægen attesterer indstillingen hvis det kræves.
At the same time, in a majority of countries there is a legal right for children whose development requires it to be given special education.
Specialskolens lærer Skolelægen skal altid fungerer som konsulent. undersøge eleven.
The 'neutral' aspect of well-considered psycho-teaching consultation will as sist in de-dramatizing a reference for special-teaching.
Ungdomsforsorgen medvir­ker i særlige tilfælde.
Private schools for the handicapped
Skole- eller embedslæge afgiver erklæring til skoleforvaltningen.
In Belgium there are a large number of private (independent) special schools.
Spe­ciallægeerklæring om nød­vendigt.
Most of these are Catholic, the others being non-denominational.
Skolelæge og evt. spe­cialist er rådgivende.
The independent schools are subsidized by the State under certain conditions.
Skoleforvaltningen træf­fer afgørelse.
Denmark has only a few private special schools.
Almindelige privatskoler får statstilskud på 85 pet. af udgifterne til under­visning, herunder godkendt specialundervisning.
Ordinary private schools receive State subsidies for 85% of their expenditure on teaching, including approved special education.
Den offentlige skoles pæda-gogisk-psykologiske rådgivning står til rådighed for private skoler.
The State school's psychoeducational consultation is available to private schools.
Dersom private skoler ikke selv kan iværksætte fyldestgørende specialundervisning, f.eks. til tale-hørehandicappede, har den kommune, hvori skolen ligger, pligt til at stille kvalificeret personale til rådighed.
If private schools are unable themselves to provide adequate special education, for example for those with speech/hearing handicaps, the municipality in which the school is located is required to make qualified staff available.
Forbundsrepublikken Tyskland ligestiller i princippet private, statsanerkend­te skoler med de offentlige skoler med hensyn til personalenormering og
In the Federal Republic of Germany, State and private schools are in principle treated equally as regards provision of staff and material.
­ 52 ­ udstyr. Godkendte private specialskoler kan få fuld dækning af udgifterne fra staten.
The State fully covers the expenses of approved private special schools.
De står under tilsyn fra undervisningsministerierne.
They are supervised by the Ministries of Education.
Som eksem­pel kan nævnes Berlin, hvor statstilskuddet til private specialskoler dækker lønudgifterne. Nieder­Sachsen yder også investeringstilskud.
Berlin may be quoted as an example, where State grants cover salary expenses for private special schools.
Saarland betaler fuldt ud den private specialskoles godkendte udgifter.
The Saarland meets in full the approved expenses of private special schools.
Frankrig har et stort antal private skoler og institutioner, der foruden de samme undervisnings­ og opholdsmuligheder som de offentlige skoler, omfatter sanatorier, preventorier, revalideringscentre, resocialiseringscentre o.a.
France has a large number of private schools and institutions which, apart from providing the same education and boarding opportunities as the State schools, include sanatoria, preventive institutions, rehabilitation centres, re-socialization centres, etc.
Udgifterne til ophold og pleje på internater betales af sygesikringen supple­ret med andre lokale og statslige sociale ydelser.
Cost of accomodation and care at boarding schools is met by Social Security (sickness benefits), subsidised by social benefits (joint local and state).
Udgifter til specialunder­visning betales af undervisningsministeriet, hvorfra også tilsynet føres.
Cost of special education is met by the Ministry of Education, which also supervises.
De pågældende lærere uddannes, lønnes og er under tilsyn fra undervisningsministeriet.
The teachers concerned are trained, paid and supervised by the Ministry of Education.
Denne ordning omfat­ter 36 pet. af de private institutioner for handicappede. 2.
This arrangement covers 36 % of private institutions for the handicapped. 2.
Overenskomsten kan begrænses til statsfinanciering af lønningsudgifter og kontrollen til sikring af, at personalet er kvalificeret, lokalerne egnet og undervisningen i overensstemmelse med loven.
Agreement may be limited to State financing of wage costs, and supervision to ensure that staff are qualified, the premises suitable and teaching in accordance with the law.
Italien har private institutioner af vidt forskellige kategorier.
Italy has private institutions of widely varying categories.
De finan­sieres hovedsagelig fra organisationer og gennem skolepenge, men modtager også tilskud fra regionale og lokale myndigheder.
They are financed mainly by organizations and school fees, but they also receive grants from regional and local school authorities.
De finansieres af staten, hvad angår lønninger, og af kommunerne, hvad angår andre udgifter. Undervisningsministeriets inspek­torat for specialundervisning fører tilsyn med disse skoler.
Salaries are financed by the State, and the municipalities meet other costs.
I Irland er alle specialskoler private, men modtager statstilskud, der dækker omtrent alle udgifter.
In Ireland, all special schools are private but receive State support cover ing almost all expenses.
Foruden kirkerne driver private organisationer speciali­skoler. Undervisningsministeriet har tilsyn med disse skoler.
Apart from the churches, private organizations run special schools.
I England og Wales er der mere end 100 private specialskoler, der fungerer under de samme lovbestemmelser som LEA (1) specialskoler og som er godkendt af undervisningsministeriet.
England and Wales have over 100 private special schools operating under the same rules of law as LEA special schools. These are approved by the Ministry of Education.
Dertil kommer, at ca. 160 private skoler (ikke betegnet specialskoler) tager sig af handicappede elever, enten udelukkende eller hovedsagelig.
In addition, about 160 private schools (not referred to as spe cial schools) care for handicapped pupils either exclusively or mainly.
Disse private specialskoler er overvejende kostskoler og optager elever, der sendes dertil af LEA, som betaler for deres ophold og undervisning.
These private schools are mainly boarding .schools and accept pupils referred to them by the LEA, which pays for accomodation and teaching.
De er under tilsyn af undervisningsministeriet.
In Scotland the situation is the same but the number of schools is small, i.e., 13 special boarding schools run by private organizations (with government financial assistance) and 12 private schools.
Nordirland har enkelte specialskoler, der drives af interessegrupper.
Northern Ireland has a few private schools operated by interested groups.
Stats­tilskuddene varierer fra 0 til 100 pet. af driftsudgifterne og op til 85 pet. af investeringsudgifterne.
State subsidies vary from 0 to 100% of running costs and up to 85% of capital expenditure.
Undervisningsministeriet fører tilsyn med sådanne privatskoler.
The Department of Education supervises private schools.
Privat initiativ har spillet en afgørende rolle for samtlige lande med hen­syn til den hidtidige udvikling inden for specialundervisningen.
In all Member States, private initiative has played a crucial part in the de velopment of special education.
Selv i lan­de, hvor elevtallet i private specialskoler er stillet i skyggen af elevtal­let ved specialundervisningen i den offentlige skole, kan forældreinteresser og fondsmidler ofte på værdifuld måde kanaliseres gennem private institutio­ner.
Even in those countries where the number of pupils in private special schools is far less than those in State schools, parental interest and available funds can often be advantageously channelled through private institutions.
Det gælder blandt andet fremme af forskning og teknisk-metodiske udvik­lingsarbejder.
An example of this is the promotion of research and development projects in the field of technico-methodics.
Behovet er størst, hvor stat og kommune kun i begrænset omfang har løst handicappedes undervisningsproblemer.
The need is greatest where State and municipality have solved the education problems of handicapped to only a limited extent.
På den anden side kan en kompliceret ansvarsfordeling mellem offentlige og private myndigheder vanskeliggøre rationel udnyttelse af personale og af øko­nomiske ressourcer, ligesom en hensigtsmæssig visitation og specialisering næppe lader sig gennemføre.
On the other hand, a complicated distribution of responsibility between public and private authorities can make the rational utilization of personnel and economic resources more difficult. Similarly, proper distribution and specialization can scarcely be realized.
En samlet planlægning er svært gennemførlig.
Joint planning becomes difficult.
I flere lande kompletterer den offentlige og private indsats hinanden på mønstergyldig måde.
In many countries, public and private endeavours complement one another in an exemplary manner.
Der bør dog ikke herske tvivl om, at det offentlige har den absolutte forpligtelse til at sørge for det nødvendige antal undervis­ningstilbud af en rimelig standard, om ikke den handicappedes ret til under­visning og uddannelse er løst tilfredsstillende af andre.
There should be no doubt, however, that public authorities have a legal obligation to provide the necessary opportunities for a reason able standard of education where the handicapped's right to education and training has not been satisfactorily met by others.
Alle børn kan modtage en eller anden form for undervisning og træning.
All children can take part in education and training in one form or other.
Plig­ten til at opfylde behovet herfor bør placeres hos skolemyndighederne på kommunalt, amtsligt eller statsligt plan, afhængigt af, hvor stort befolk­ningsunderlag den pågældende foranstaltning forudsætter for at sikre fornø­den ekspertise.
The obligation to meet this need should be placed upon the school authorities at a municipal, county or State level, depending upon the population basis necessary to ensure that the expertise for the arrangements concerned is available.
Når interessegrupper ofte opnår gode resultater på private skoler, kan en del af forklaringen søges i den lille enheds kompetente administration.
Although interested groups often achieve good results in private schools, part of the solution is to be found in the competent administration of small units.
Alt for ofte adskiller offentlige skoler det daglige ansvar for undervisning af handicappede fra den formelle ledelse.
All too often State schools separate day-to-day responsibility for education of the handicapped from the formal administration.
Denne risiko er iøjnefaldende i lande med udpræget integrering.
This risk is con spicuous in countries with a high degree of integration.
Undervisningen for handicappede forudsætter kompe­tent advokatur på ethvert administrativt niveau, men især i undervisningsleddet.
Education for the handicapped calls for effective management at all administrative levels but especially in the education sector.
Belgien: Staten etablerer specialundervisning og afholder udgifterne dertil.
Belgium: the State provides special education and meets the expense of this.
Til specialundervisning iværksat af provinsmyndigheder eller kommuner bidra­ger staten med 100% til lærerløn og elevtransport, med 60% til hjælpemidler og i visse tilfælde til investering, og med 80 - 100% til driftsudgifter.
In the case of special education initiated by provincial authorities, municipalities or private organizations, the State contributes 100% of teachers' salaries and pupils' transport, 60% of aids and in certain cases of investment, and 80 to 100% of running costs.
Danmark: Kommunerne afholder alle udgifter til folkeskolen, derunder under­visning for handicappede og skolepsykologisk rådgivning.
Denmark: the municipalities pay all the expenses of the public schools, in cluding education of the handicapped and school-psychological consultation.
Staten medvirker indirekte gennem generelle bloktilskud, hvori delvis dækning af skoleudgif­ter indgår.
The State participates indirectly through general block grants, which include partial cover for school expenditure.
Videregående specialundervisning (specialskoler, undervisnings­centre og ekstraordinære udgifter i forbindelse med integrering af svært handicappede) finansieres af amt og stat.
Further special education (special schools, education centres and extraordinary expenses in association with the integration of the severely handicapped) is financed by county and State.
Tyskland: Som hovedregel finansierer delstaterne specialpædagogiske foran­staltninger for handicappede.
Federal Republic of Germany: as a general rule, the Länder finance specialeducational measures for the handicapped.
Bremen støtter i betydeligt omfang private
Bremen extensively supports private institutions for the handicapped.
Fra Hamburg oplyses, at forbundsregeringen i et vist omfang yder tilskud til undervisning for handicappede over socia­le bevillinger.
The information from Hamburg is that the Federal Government to some extent subsidizes teaching of the handicapped by means of social grants.
Hessen og Schleswig-Holstein inddrager socialministeriet i finansieringen og gennemførelsen af specialpædagogiske foranstaltninger især uden for skolens arbejdsområde.
Hesse and Schleswig Holstein involve the Ministry of Social Affairs in the financing and implementation of special-education measures, especially outside the work-sphere of the schools.
Nordrhein-Westfalen og Berlin har ens finan­siering for private og offentlige specialskoler.
North-Rhine-Westphalia and Berlin have the same financing for private and public special schools.
Frankrig: Man skelner mellem offentlige skoler (der drives af staten, depar­tementer eller kommuner) og privatskoler (der drives af enkeltpersoner eller private organisationer).
France: a distinction is made between public schools (i.e. those directed by the State, the departments or the Communes) and private schools (i.e. those directed by individuals or legal private associations).
Både de offentlige og private skoler er dele af medicinsk-pædagogiske institutioner.
The schools (public or private) are open in the medico-educational establishments.
For alle skolernes vedkommende betaler staten de samlede lærerlønninger.
In every case, the State pays in total the teachers' salaries.
De offentlige skolers drifts- og anlægsudgifter afholdes af staten og af lokale organisationer, de privates af forældrene eller de private organisationer.
The costs of running the schools and building costs are divided between the State and local organizations in the case of public schools. In the case of private schools, these costs are met by parents or associations.
Hvis skolerne, offentlige som private, oprettes som medicinsk-pædagogiske institutioner, dækkes drifts- og anlægsudgifter af sygeforsikringen.
However, if the schools, either private or public, are created as medico-educational establishments, the costs of construction and running costs are met by the Social Security (medical insurance).
Blandt disse findes skoler ledet af private foreninger.
These schools include those controlled by private associations.
Støtte til elever integreret i almindelig klasse, afhjælpning af specifikke indlæringsvanskeligheder eller behandling af børn med lettere adfærdsproblemer registreres ikke som special­pædagogiske foranstaltninger.
Support for pupils integrated into ordinary classes, remedial treatment for specific learning difficulties and treatment of children with slight behavioural problems are not recorded as specialteaching arrangements.
Disse børn kan eventuelt få ambulant hjælp fra en pædagogisk-psykologisk hjælpegruppe eller fra et medicinsk-psykologisk-pædagogisk center.
These children will perhaps receive 'ambulant' assistance from a psycho-teaching aid group or from a medico-psycho-teaching centre.
Specialundervisning i hjemmet eller på institutioner uden undervisning kan gives som tele-undervisning, (korrespondance, radio, TV) eller ved vandrelærere engageret af private organisationer.
Special education at home or in institutions without education can be provided as tele-education (correspondence, radio, TV) or by mobile teachers employed by private organizations.
Staten støtter sådanne foranstaltninger økonomisk.
The State supports these arrangements financially.
Størrelsesordenen på de grupper, der på denne måde unddrages offentlig statistik, er ca. 3 000 bevægelseshæmmede, ca. 2 000 synshandicappede, ca. 1 000 svært hørehandicappede, ca. 5 000 sygeog hjemmeunderviste børn, ca. 5 000 fra medicinsk-sociale centre og ca. 35 000 handicappede indpasset i almindelige klasser.
The groups so ex cluded from public statistics comprise about 3 000 motor handicapped, about 2 000 visually handicapped, about 1 000 with severe hearing handicaps, about 5 000 educated in hospitals or at home, about 5 000 in medico-social centres and about 35 000 handicapped integrated into ordinary classes.
Disse forhold indgår i drøftelserne om større integrering.
These circumstances are considered in the discussion on greater integration.
Irland: Mindst 2/3 af investeringen i offentlige skolebygninger bæres af staten.
Ireland: at least two-thirds of capital expenditure on public school build ings is borne by the State.
For specialskoler kan beløbet forhøjes, blandt andet til indretning af undervisningslokaler og til anskaffelse af tekniske hjælpemidler.
This amount can be increased for special schools to include the equipment of premises and the purchase of technical aids.
Kirken og frivillige organisationer dækker ofte de øvrige investeringsudgifter.
The Church and voluntary organizations often cover the remaining capital costs.
Driftsudgifterne dækkes af lokale skolemyndigheder med tilskud fra staten.
Running costs are covered by local school authorities, with assistance from the State.
Lærerlønninger betales fuldt ud af staten.
Teachers' salaries are paid in full by the State.
Hjælpepersonale kan aflønnes af sundhedsmyndighederne, der også betaler omkostningerne ved forplejning på kostskoler og i mandag-fredagshjern.
Assistant staff may be paid by the health authorities, which also pay the cost of residence in boarding schools and in weekly boarding homes.
Nederlandene: Staten finansierer specialundervisningen direkte eller via kommunerne.
Netherlands: the State finances special education directly or via the municipalities. palities.
Storbritannien: Det påhviler generelt det lokale undervisningsvæsen at sikre undervisning - også af handicappede - fra det 5. til 16. år.
It may also provide nursery education for the handicapped from the child's second year, and suitable education for young people over the age of 16.
De lokale skole­myndigheder kan endvidere sørge for førskoleundervisning for handicappede fra barnets 2. år og passende uddannelsestilbud til unge over 16 år. - I England og Wales modtager de lokale skolemyndigheder ikke statsbidrag speci­elt til undervisningsformål.
In England and Wales, local authorities receive no special State assistance for educational purposes.
Regeringen betaler et bloktilskud (60%) til støtte for lokale myndigheders budget, derunder undervisning.
The Government makes a block grant (60%) to support the local authorities' budget, including education.
De lokale sko­lemyndigheder supplerer de pladser for handicappede børn, der oprettes på kommunale skoler, ved at tegne sig for pladser på offentligt støttede privat­skoler (non-maintained-schools) eller økonomisk uafhængige skoler (indepen­dent schools). I Skotland er forholdene som i England og Wales.
The local school authorities supplement the places provided for handicapped children at their own schools by subscribing for places at public-assisted private schools (nonmaintained schools) or financially independent schools (independent schools).
- 55 yder undervisningsministeriet refusion af nettoudgifterne i forbindelse med godkendt specialundervisning, såvel i den undervisningspligtige alder som før og efter.
In Northern Ireland, the Department of education refunds net expenditure on approved special education during the compulsory schooling period, as well as before and after.
Hvor undervisningen ikke er gratis for modtageren, kan den handicappede søge om offentlig støtte.
In cases where education is not without charge to there cipient, the handicapped person may apply for public assistance.
Der foreligger følgende oplysninger om den årlige udgift pr. elev i finans­året 1975-76.
The information on the next page is available on the annual cost per pupil in the financial year 1975-76.
Udgifterne til specialundervisning lader sig vanskeligt skille ud fra gene­relle skoleudgifter, og de varierer overordentligt meget fra elev til elev afhængigt af bl.a. behandlingsbehov, klassekvotient og teknisk udstyr. Der­til kommer komplicerede finansieringsforhold, hvor flere administrationsom­råder involveres.
It is difficult to separate the cost of special education from general school expenditure, and it varies greatly from pupil to pupil according to, for ex ample, treatment needed, class quota and technical equipment.
Finansiering er imidlertid så væsentlig en del af planlægningen og styringen, at de givne antydninger kan give anledning til udveksling af tanker om grund­laget for økonomiske beregninger og for en analyse af finansieringsbehovet.
Finance is, however, such an essential part of planning and administration that the above indications may give rise to an exchange of ideas on the bases to be used in financial calculations, and to an analysis of financial requirements. quirements.
Dersom midler til specialpædagogiske foranstaltninger er indeholdt i budget­ter for almindelig undervisning, opstår der ofte prioriteringsproblemer, så meget mere som den, der administrerer det fælles budget, hyppigt er udgået fra det almindelige skolevæsen.
Where funds for specialteaching arrangements are included in general educa tion budgets, problems of priority often arise, all the more so because who ever administers the common budget is often part of the general school system.