natgillin/translations-raw huggingface dataset:
Der etableres mange kursus til videreuddannelse af lærere for handicappede på specialskoler.
There are many courses for the further education of teachers for the handicapped at special schools.
Specialundervisningens lærere er højere lønnet end lærere i grundskolen.
Teachers in special education receive higher salaries than teachers in primary schools.
Udgifterne til specialundervisning afholdes af det offentlige, men forældrene må, så fremt de magter det, betale for transport og ophold. Dersom det er nød­vendigt, dækker de lokale myndigheder også disse udgifter.
The cost of special education is met by the State, but, if they can, parents must meet the cost of transport and board and lodging.
Undervisningens inspektion for specialundervisning, der er inddelt i 12 in­spektorater, fører tilsyn med undervisningen for handicappede.
The Education Inspectorate for Special Education, which is divided into 12 inspectorates, supervises education for the handicapped.
Kostskoler for handicappede er ofte knyttet til institutioner.
Boarding schools for the handicapped are often associated with institutions.
Vier Bonden Kontakt, Oosteinde 114, Voorburg (Sammenslutningen af organisationer for offentlige og private sko­ lemyndigheder)
Vier Bonden Konkakt, Oosteinde 114, Voorburg (Federation of Organizations for Public and Private School Author ities)
Verenigung Spierdystrofie Nederland, Rutijer van Rozenburglaan 4, Baarn (Organisation til hjælp for børn med muskelsvind)
Verenigung Spierdystrofie Nederland, Rutijer van Rozenburglaan 4, Baarn (Organization for the Assistance of Children with Muscular Atrophy)
Skoler for handicappede børn, hovedsagelig blinde og døve, blev oprindelig oprettet på privat initiativ.
Schools for handicapped children, principally the blind and deaf, were originally established by private enterprise.
De var et resultat af de filantropiske bevægel­ser i slutningen af det 18. og det 19. århundrede.
They stemmed from the philanthropic movements of the late 18th and 19th centuries.
Først i dette århundrede begyndte offentlige myndigheder at sørge for specialundervisning, og helt til 1944 blev specialundervisning opfattet som værende adskilt fra almindelig un­dervisning.
The development of provision of special education by public authorities took place substantially in the present century and until 1944 was conceived as something separate from ordinary education.
Skoleloven af 1870 oprettede lokale skolekommissioner med den opgave at sørge for undervisning i de områder, hvor der var utilstrækkelig plads i private skoler, men det drejede sig ikke om handicappede børn.
The Elementary Education Act 1870 established local school boards to provide elementary education in those areas where there were insufficient places in voluntary schools, but made no reference to the education of handicapped pupils.
Kun få steder sørgede man også for undervisning for handicappede.
Only a small minority of boards made such provision.
Skoleloven af 1893 fulgte en kongelig kommissions betænkning ved at opfordre skolekommissionerne til at indrette undervisning i deres områder for blinde og døve børn op til 16-årsalderen; og skoleloven af 1899 opfordrede til at indrette undervisning i specialklasser eller specialskoler for psykisk og fysisk hæmmede og epileptiske børn op til 16 år, for så vidt de var i stand til at modtage undervisning.
Following there port of a Royal Commission, the Elementary Education (Blind and Deaf Chil dren) Act 1893 required the school boards to provide for the education of blind and deaf children in their areas up to the age of 16; and the Elementary Education (Defective and Epileptic Children) Act 1899 empowered the boards to provide similarly for the education in special schools or classes of men tally and physically defective and epileptic children up to the age of 16 who were judged to be capable of receiving instruction.
Senere love fra 1914 og 1918 ændrede denne mulig­hed til en forpligtelse for de lokale skolemyndigheder (de folkevalgte skole­kommissioner i amter og store byer, som i 1902 trådte i stedet for de førom­talte skolekommissioner).
Subsequent Acts of 1914 and 1918 converted this power into a duty imposed upon local education au thorities (the elected councils of counties and large towns, which replaced the school boards in 1902.
Disse foranstaltninger fortsatte mere eller mindre uændrede indtil Skoleloven af 1944.
These arrangements continued more or less unchanged until the Education Act 1944.
Denne lov omformer systemet for den offentlige skoles undervisning.
This Act recast the system of publicly provided education.
Den får tre trin: Primærskole (inkl. førskole (nursery) undervisning), almen sekundærskole og erhvervsrettet undervisning.
Three stages were defined; primary (including nursery) education, secondary education and further education.
Lokale skolemyndigheder (LEA's) fik pligt til at sikre, at der blev bygget tilstrækkeligt med primær- og se­kundærskoler i deres skoledistrikt og til at sikre regelmæssig undervisning
Local education authorities (LEAs) were given the duty to secure the provision of a sufficiency of primary and secondary schools in their area and to secure the regular attendance of all pupils for whom satisfactory arrangements were not otherwise being made by their parents.
Skolepligten blev udvidet til at omfatte børn i alderen 5 til 15 år med mulig­hed for også det 16. år.
Compulsory education extended from ages five to 15, with provision for its eventual extension to 16.
Før lD44-loven gjaldt denne skolepligt fra 5-års-alderen kun for blinde og døve børn. For andre handicappede børn begyndte skolepligten først ved det syvende år.
(Prior to 1944 only blind or deaf children were required to be educated from the age of five: for other handicapped children compulsory education began at the age of seven.
Nu blev skolepligtens indtræden ens for alle børn, i 5-årsalderen.
Now, in common with other children, compulsory education for all handicapped children was to start at age five.
For handicappede børn sluttede den først ef­ter det fyldte 16. år, en mulighed, som almindelig undervisning først kunne udnytte fra 1972.
The upper age of compulsory education continued to be 16 for handicapped children, although it did not apply to ordinary education until 1972.)
Førskoleundervisning dækkede aldersklasserne 25 år.
Nursery educa tion covered the age range two to five.
Det blev pålagt LEA at udarbejde udbygningsplaner for primær- og sekundær­skolerne.
LEAs were required to draw up plans for the future development of primary and secondary education as defined.
Loven indførte en række større ændringer med hensyn til undervisning for handicappede elever.
The Act incorporated a number of major changes in relation to the education of handicapped pupils.
Tidligere lovbestemmelser havde behandlet deres undervis­ning som en udskilt foranstaltning, men nu blev specialundervisning betragtet som en integreret del af LEA's forpligtelser i udbygningen af skolevæsenet.
Earlier enactments had treated their education as a separate form of provision, but now special education was seen as an integral part of LEAs' general arrangements for the provision of schools.
Følgelig måtte specialundervisning indgå i LEA's undervisningsplaner for alle trin.
Accordingly special educational provision was to be included in LEAs' plans for the de velopment of primary and secondary education.
Andre væsentlige ændringer for specialundervisningen ifølge 1944-loven var:
Other important changes under the 1944 Act affecting special education were:
LEA blev forpligtet specielt til at få oplyst, hvilke børn i pågældende distrikt, der havde behov for specialundervisning, og derefter tilveje­bringe den;
LEAs were given the specific duty to ascertain which children in their area required special education and to provide it;
2. undervisningsministeren skulle definere kategorierne af handicappede ele­ver, til hvem der skulle ydes specialpædagogisk bistand.
(ii) the Minister of Education was required to define the categories of handicapped pupils for whom special provision must be made. (Ten cate-
Ti kategorier opregnes: Blinde, svagtsynede, døve, hørehæmmede, syge, ånds­svage, epileptiske, adfærdsvanskelige, bevægelseshæmmede og børn med sprogog talevanskeligheder;
gories are currently so defined: blind, partially sighted, deaf, par tially hearing, delicate, educationally sub—normal, epileptic, maladjusted and physically handicapped pupils and those with defective speech);
3. elever med svære handicap skulle undervises i specialskoler, hvor det lod sig gøre, mens lettere handicappede elever kunne undervises i almindelige skoler (ikke nødvendigvis i specialklasser);
(iii) pupils with serious disabilities were to be educated in special schools wherever practicable, but those with less serious disabilities might be educated in ordinary schools (not necessarily in special classes);
4. med henblik på konstatering af handicap kunne LEA opfordre forældre til at lade deres børn lægeundersøge før 2-årsalderen; forældre fik ret til at få deres børn undersøgt;
(iv) for the purposes of ascertainment LEAs were empowered to require par ents to submit their children for medical examination, subject to a lower age limit of two years, and parents had the right to request that their child be so examined;
5. der skulle udformes regler for ledelsen af specialskoler, (både de skoler, der var oprettet af LEA, og private - ikke statsstøttede skoler);
(v) regulations were to be made governing the conduct of special schools (both those maintained by LEAs and those provided by voluntary bodies - non-maintained); and
I de seneste år har der været yderligere to større lovmæssige ændringer med indflydelse på foranstaltninger inden for specialundervisning.
In recent years there have been two further major statutory changes effecting the provision of special education.
Ifølge 1944-lo­ven havde sundhedsmyndighederne ansvaret for svært mentalt handicappede børn, som LEA anså for at være ude af stand til at deltage i skoleundervisning.
Under the 1944 Act seriously mentally disabled children who were considered by the LEA to be incapable of being educated in school were cared for by health authorities.
Sko­leloven af 1970 (om handicappede) overførte ansvaret for disse børn til LEA.
The Education (Handicapped Children) Act 1970 transferred responsibility for these children to LEAs.
Herefter var intet barn, uanset handicap, udelukket fra retten til undervis­ning.
Thus no child, whatever the nature or extent of his disability, was now excluded from the right to education.
I 1974 blev skolesundhedsplejen, som var blevet indført i 1907 som et område under LEA, overført til den nationale sundhedssektor (oprettet i 1946).
In 1974 the school health service, which had been established in 1907 as a responsibility of LEAs, became absorbed into the national health service (set up in 1946).
Den­ne administrative ændring medførte et nært samarbejde mellem sundheds- og sko­lemyndigheder især med hensyn til erkendelse og vurdering af børns specielle behov og fyldestgørende foranstaltninger til at imødekomme disse behov.
This major organizational change called for close working relationships between health and local education authorities particularly in the ascertainment and assessment of children's special needs and the provision of adequate services to meet them.
Disse lovændringer fuldendte den nuværende struktur for specialundervisnin­gen med undtagelse af, at ministeren for Wales i 1970 overtog tilsynet med specialundervisningen i Wales.
These enactments completed the present structure of special education, except that in 1970 the Secretary of State for Wales assumed oversight of special education in that country.
Både i England og Wales beror ansvaret for spe­cialundervisningen hos LEA i overensstemmelse med national lovgivning og med undervisningsministeriet som øverste myndighed.
In both England and Wales responsibility for the provision of special education lies with LEAs, acting within national policy and guidance from the Secretaries of State.
LEA løser deres forpligtelser ved at sørge for egne foranstaltninger, i almindelige skoler (almindelige klas­ser eller specialklasser eller afdelinger) og specialskoler (inkl. hospitalsskoler) som de driver, og ved at sørge for hjemmeundervisning for børn, som ikke har mulighed for at gå i skole.
LEAs discharge their responsibility by making their own provision, in the ordinary schools (ordinary classes or special classes or units) and special schools (including hospital schools) which they maintain, and, where children are unable to attend school, in the form of home teaching.
Man supplerer disse muligheder ved at be­tale (især kostskoleelevpladser) i private specialskoler og andre uafhængige skoler.
They supplement this provision by taking places (mainly boarding places) in non-maintained (i.e. private) special schools and in cer tain other independent schools.
Alle specialskoler (offentlige og private) skal godkendes af ministe­riet og arbejder ifølge ministerielle lovbestemmelser.
All special schools (maintained and non-maintained) must be approved by the Secretaries of State and operate under statutory regulations made by them.
Ministeriet kan også forbyde placering af handicappede børn i en privatskole, som ikke er godkendt.
The Secretaries of State have power also to forbid the placement of handicapped children in any independent school which they judge to be unsuitable.
Skoleloven af 1976 bestemte, at handicappede elever fra en dato, der vil bli­ve fastsat af ministeriet, skal undervises i almindelige skoler, medmindre det er uforeneligt med den undervisning, skolen kan give, eller vil medføre urimeligt store offentlige udgifter, i hvilke tilfælde eleverne vil blive un­dervist i specialskoler eller egnede private skoler.
The Education Act 1976 laid down that from a future date to be fixed by the Secretaries of State handicapped children are to be educated in ordinary schools, except where this is impracticable, incompatible with efficient in struction in the schools or involves unreasonable public expenditure, in which case it may be given in special schools or in suitable independant schools.
Systemet kræver nært samarbejde mellem undervisnings- og social- og sundheds­sektoren.
The system requires effective cooperation between the education service and the supporting health and social services.
Mange forskellige personalegrupper er inddraget, bl.a. lærere, kon­sulenter, skolepsykologer, erhvervsvejledere og socialrådgivere, ansat under de lokale skolemyndigheder (LEA); læger, sygeplejersker, sundhedsplejersker, kliniske psykologer og terapeuter ansat under sundhedsmyndighederne, og soci­alrådgivere ansat under de lokale socialforvaltninger.
Many different professionals are concerned - teachers, advisers, educational psychologists, careers officers and welfare staff employed by LEAs; doctors, nurses, health visitors, clinical psychologists and therapists employed by health authorities; and social workers in the social services departments of local authorities.
Der er på samme måde behov for nært samarbejde mellem offentlige myndigheder og de mange private organisationer, der driver specialskoler, eller som tilbyder forskellig form for støtte.
There is equal need for effective cooperation between the statutory bodies and the many voluntary bodies which run special schools or offer different forms of support.
Samarbejde med forældrene er afgørende.
The involvement of parents is crucial.
Regeringen har udsendt cirkulærer med vejledning vedrørende mange sider af foranstaltningerne indbefattende procedurer for ansøgning om testning af børn med særlige behov, vedrørende lærerkvalifikationer, personale til specialklas­ser og specialskoler, organiseringen af rådgivning og undervisning for børn med handicap.
The government has issued circulars of advice and guidance on many aspects of provision, including the procedures for the discovery and assessment of chil dren with special needs, the qualifications of teachers, the staffing of spe cial schools and classes, the organisation of child guidance and the educa tion of children with particular disabilities.
Undervisningsministeriet for England og Wales forhandler regel­mæssigt med andre ministerier, især social- og sundhedsministeriet om de me­dicinske sider af specialundervisningen og med arbejdsministeriet om erhvervs­uddannelse for handicappede unge.
The Education Departments for England and Wales consult regularly with other interested departments, notably the Department of Health and Social Security on the medical aspects of special education and the Department of Employment on vocational training of handicapped students.
I 1974 nedsatte undervisningsministerierne for England, Wales og Skotland en fælles komite med det omfattende kommissorium "at give en oversigt over speci­alundervisning i England, Wales og Skotland for fysisk eller psysisk handi­cappede børn og unge, således at man inddrager de medicinske behov og beskri­ver, hvorledes man mest effektivt kan udnytte de forhåndenværende resourcer; samt at give rekommendationer".
In 1974 the Secretaries of State for Education and Science, Wales and Scotland, established jointly a committee of enquiry with the wide-ranging terms of reference 'to review the educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking into account the medical aspects of their needs, together with the most effective use of resources for these purposes; and to make recommendations'.
Arbejdet hermed blev afsluttet i marts 1978.
The Committee completed its work in March 1978.
Betænkningen er nu offentliggjort og vil blive genstand for omfattende diskussioner.
The report has now been published and will be the subject of widespread consultations.
Den ventes at få gennem­gribende indflydelse på den fremtidige udvikling også med hensyn til handicap­pede elevers adgang til undervisning i almindelige skoler.
It is ex pected to have a strong influence on the direction of future developments, including the education of handicapped pupils in ordinary schools.
Sammenslutninger for_de lokale myndigheder
Associations of local authorities
Lærersammenslutninger
Teachers' associations
De første private institutioner for undervisning af døve, blinde og fysisk handicappede blev oprettet i første halvdel af det 19. århundrede.
The first private institutions for the education of the deaf, blind and physically handicapped were established in the first half of the 19th century.
Skolelo­ven af 1923 pålagde skolemyndighederne at etablere undervisning for handicap­pede (afflicted) børn, og snart efter oprettedes de første offentligt betalte specialskoler. Den nuværende specialundervisningsordning bygger på Handicapped Pupils and Special Schools Regulations for Northern Ireland 1973.
The Schools Act of 1923 directed school authorities to establish education
Det lokale ansvar for skolevæsenet ligger hos fem regionale styrelser (Educa­tion and Library Board). Den centrale styring sker gennem undervisningsmini­steriet (Department of Education for Northern Ireland).
Local responsibility for the school system rests with five regional boards (Education and Library Board).
Der er obligatorisk undervisning fra barnets 5. år til det fylder 16 år.
Education is compulsory from the child's 5th year until it reaches the age of 16.
Det­te gælder også handicappede.
This also applies to the handicapped.
Derudover gives undervisning for 3-5-årige i forskoler (Nursery Schools) og for unge over 16 år.
In addition, education is provided for children of three to five years in nursery schools and for young people over 16 years.
Disse muligheder uden for undervisningspligtig alder er kun i begrænset omfang tilgængelig for handicap­pede .
These opportunities outside compulsory school age are avail able to the handicapped to only a limited extent.
Undervisningsministeriets afdeling for specialundervisning støtter integration af handicappede elever i det almindelige skolesystem i alle tilfælde, hvor det ikke skader den handicappede eller kammeraterne.
The Ministry of Education's Department for Special Education supports the in tegration of handicapped pupils into the ordinary school system in all cases where it does no harm to the handicapped pupil or his fellow pupils.
I praksis er dette endnu be­grænset til de lettere handicappede, hvor der ikke kræves særlig støtte eller hensyn, og hvor særlige hjælpemidler eller en praktisk hjælper i klassen gør integration mulig.
In practice, this is still limited to those with a slight handicap for whom no spe cial assistance or consideration is required, and where special aids or a practical assistant in the class makes integration possible.
Blinde og døve elever må undervises i specialskoler, med mindre ministeriet kan godkende anden undervisningsform.
Blind and deaf pupils must be educated in special schools unless the Ministry can approve another form of education.
De lokale skolemyndigheder træffer afgørelse om hvilke børn, der behøver spe­cialundervisning og hvilke børn, der ikke har mulighed for at deltage i sko­leundervisning.
The local school authorities decide which children need special education and which children cannot participate in school education.
Lokale myndigheder (social- og sundhedsforvaltninger) er for­pligtet til at sørge for fyldestgørende omsorg, behandling og undervisning (træning) til børn, der ikke kan klare den almindelige skole.
The local authorities (social and health authorities) are required to ensure adequate care, treatment and education (training) of children who are unable to cope with ordinary schooling.
Før en beslutning som ovenfor nævnte træffes, indhentes der oplysninger om barnet fra forældre, lærere, skolepsykolog og læge.
Before the decision referred to above is taken, information is obtained con cerning the child from parents, teachers, school psychologist and doctor.
Forældre kan indanke en afgørelse til undervisningsministeriet.
The parents may appeal against a decision to the Ministry of Education.
Udgifter til den undervisning, der finder sted før og efter den obligatoriske undervisning, betales af de lokale myndigheder med fuld dækning fra staten.
The cost of education before and after compulsory education is met by the local education authorities with full coverage by the State.
I øvrigt finansieres skolernes drift over regionale skatter.
In general, run ning the schools is financed by regional taxes.
Nogle få specialskoler drives af private foreninger.
A few special schools are run by private associations.
De får tilskud fra det offentlige.
They receive grants from public funds.
Alle institutioner, som giver specialundervisning er under til­syn fra undervisningsministeriet.
All institutions providing special education are supervised by the Ministry of Education.
For almindelige klasser i grundskolen er der ikke noget elevmaksimum.
There is no maximum number of pupils in ordinary classes in the primary school.
Ved den fortsatte undervisning må der højst være 20 elever i praktiske fag og højst 35 elever i andre fag.
In continued education there should be not more than 20 pupils in practical subjects and not more than 35 pupils in other subjects.
For undervisning af handicappede gælder følgende maksi­male klassestørrelser: Tale- og hørehandicappede 10 elever, synshandicappede og elever med adfærdsvanskeligheder 15, epileptiske og fysisk handicappede 20, svagelige elever 30.
The follow ing maximum class sizes apply to education of the handicapped: children with speech and hearing handicaps, 10 pupils; children with visual handicaps and maladjusted children, 15; epileptics and physically handicapped, 20; inform pupils, 30.
Der findes ikke opgørelse over gennemsnitlige klas­sestørrelser, men i januar 1976 var der 9,8 elev pr. lærer ved specialunder­visningen.
There is no statement on the average size of classes, but in January 1976 there were 9.8 pupils per teacher in special education.
Børn, som undervisningsmyndighederne betegner som ikke egnet for undervis­ning, henvises til sundhedsmyndighederne, der har særlige institutioner (special care schools) for dem.
Children whom the Department of Education designates as unsuitable for educa tion are referred to the health authorities, who have special care schools for them.