natgillin/translations-raw huggingface dataset:
1811 bliver der af privat forening oprettet et Kongeligt Institut for Blinde.
In 1811 a private association established a Royal Institute for the Blind.
Det overtages af staten i 1857.
This was taken over by the State in 1857.
Skolepligt for blinde børn indføres 1926.
Compulsory schooling for blind children was introduced in 1926.
1855 etableres den første skole for åndssvage på privat foranledning, men med statstilskud.
In 1855 the first school for mentally handicapped was established on private initiative, although with State support.
1934 overtager staten alle udgifter ved disse skolers drift.
In 1934, the State took over the en tire cost of operating these schools.
Fra 1959 er der undervisnings- og oplæringspligt for åndssvage børn fra 7-21 år. I løbet af få år bygger staten det fornødne antal distriktsskoler, så det åndssvage skolebarn kan forblive hjemme.
Since 1959 there has been compulsory education and rehabilitation for mentally handicapped children aged 7 to 21 years.
Skoletransport er uden udgift for forældrene.
School transport is free of charge of the parents.
For hele landet registreres mindre end 200 børn i undervisnings­pligtig alder "uden undervisning".
Over the whole country, fewer than 200 children of compulsory school age are registered as 'without education'.
1874 bygger Samfundet og Hjemmet for Vanføre en børneskole.
In 1874 the Society and Home for the Mentally handicapped built a nursery school.
Staten overtager alle udgifter ved dens drift fra 1934.
The State took over the whole cost of operating this in 1934.
1814 får Danmark en skolereform, der gør kommunernes pligt til at iværksætte undervisning for alle børn effektiv, men først i det følgende århundrede fører denne pligt til oprettelse af special­klasser.
In 1814 Danish schooling was reformed, establishing the municipality's obligation to initiate education for all children, but it was not until the following century that this obligation led to the provision of special classes.
De første kommunale klasser for svagtbegavede kommer år 1900, for svagthørende 1916, for svagtseende 1922, for læseretarderede 1935, for van­føre 1961 og for psykotiske 1967.
The first municipal classes for slow learners were set up in 1900, for the partially deaf in 1916, for the par tially sighted in 1922, for those with reading difficulties in 1935, for the physically handicapped in 1961 and for psychotics in 1967.
Betinget pligt til specialundervisning pålægges folkeskolen 1937 og ubetinget pligt til fyldestgørende foranstaltninger 1958. \9A9 gennemføres lov om sko­lepsykologisk rådgivning.
A conditional obligation to provide special education was placed upon primary schools in 1937 and an unconditional obligation to provide adequate arrange ments in 1958. In 1949 a Law on Consultation in Educational Psychology was implemented.
1969 træffer Folketinget beslutning om integration som bærende princip for undervisning af handicappede.
In 1969, the Danish Parliament decided upon integration as the basic principle in the education of the handicapped.
I konsekvens heraf henlægges al specialunder­visning fra 1. januar 1980 til undervisningsministeriet.
In consequence of this, all special education is to come under the Ministry of Education from 1 January 1980.
Kostskoler for svært handicappede og skoler for åndssvage har i perioden fra 1924 været et socialministerielt anliggende.
Boarding schools for the severely handicapped and schools for the mentally handicapped have been the concern of the Ministry of Social Affairs since 1924.
Den daglige ledelse af specialskoler varetages af skoleledere, klasserækker for handicappede på almindelige skoler kan have egen pædagogisk leder.
The day-to-day direction of special schools is the concern of the head of the school, and classes for the handicapped at ordinary schools may have their own head.
Kom­munalbestyrelsen eller amtsrådet er besluttende myndighed, men et forældre­valgt skolenævn på 5 eller 7 medlemmer har vidtgående beføjelser i forhold til den enkelte skole.
Municipal councils or county councils are the decision-making bodies, but a school council of five to seven members elected by the parents has wide authority in relation to the individual school.
Ved skoler med specialklasser vælger forældrene til handicappede elever 2 repræsentanter til skolenævnet.
In schools with special classes, the parents of handicapped pupils elect two representatives to the school council.
Finansiering af specialpædagogisk bistand svarer til finansiering af anden undervisning.
The financing of aid for special teaching is similar to the financing of other education.
Kommunerne modtager som bloktilskud 60 pet. af lønudgiften fra staten.
Municipalities receive from the State as a block subsidy 60% of wage costs.
Dog betales videregående specialundervisning, d.v.s. undervisning for svært handicappede på specialskoler, undervisningscentre og hospitaler samt visse former for ambulant undervisning og ekstraordinært dyre hjælpemidler fuldt ud af amterne - med statsrefusion.
However, further special education, i.e., education of these verely handicapped in special schools, education centres and hospitals, as well as certain types of mobile education and unusually expensive aids, is paid for in full by the counties - with State reimbursement.
Der er ikke udgifter for forældre i forbindelse med undervisning.
There is no ex pense to parents in connection with education.
Den danske befolkning er på 5,1 million, deraf ca. 40 000 på Færøerne og ca. 50 000 på Grønland.
Denmark's population is 5.1 million, of whom about 40 000 are in the Faeroe Islands and about 50 000 in Greenland.
Antallet af skolesøgende børn ligger omkring 770 000, der­af ca. 50 000 i private skoler.
The number of schoolchildren is about 770 000 of whom about 50 000 are in private schools.
Undervisningspligten varer fra 7. til 16. år.
Compulsory schooling runs from the 7th to the 16th year.
Eleverne har ret til forlængelse for og efter, og i øvrigt gives der livs­langt tilbud om undervisning.
Pupils have a right to extend this before or after, and in general there are lifelong opportunities for education.
Pligten til at yde gratis undervisning omfatter også specialpædagogiske foranstaltninger i førskolealderen.
The obligation to provide free education also includes specialteaching arrange ments at nursery school age.
Den vedrører især tale-, høre-, syns- og bevægelseshæmmede børn og vedrører også hjælpemidler, transport og rådgivning.
This concerns in particular children with speech, hearing, vision and motor handicaps, and covers aids, transport and consultation. tion.
90 000 elever er registreret ved specialundervisningen, deraf får 65 000 sup­plerende undervisning i nogle ugentlige timer, 15 000 er henvist til special­klasse på almindelig skole og 10 000 til specialskole.
There are 90 000 registered pupils undergoing special education, of whom 65 000 receive supplementary education in weekly lessons, 20 000 are referred to special classes in ordinary schools and 5 000 to special schools.
Der gøres i mange kommuner forsøg med 2 lærere i klasser, der optager en eller flere handicappede elever.
In many municipalities, trials are in progress using two teachers in classes that accept one or more handicapped pupils.
Klassekvotienten i almindelige klasser er i gennem­snit 21 (i specialklasser maksimalt 5-10), og der kan i et vist omfang anven­des deletimer, d.v.s. gennemføres undervisning med halvt elevtal.
The class quota in ordinary classes is an average of 21 (in special classes a maximum of 5 to 10), and to a certain extent divided lessons can be employed; that is, instruction is given to half the number of pupils.
Initiativet til et barns henvisning til specialundervisning bliver som oftest taget af barnets lærer, men det kan også tages af forældrene, eleven selv og skolelægen.
The initiative in referring a child for special education is most often taken by the child's teacher, but it can also be taken by the parents, the pupil himself or the school doctor.
Optagelse sker på grundlag af skolepsykologisk indstilling og efter samråd med forældrene.
Acceptance is on the basis of an educationalpsychological recommendation and following consultation with the parents.
Beslutningen træffes af skolens lærerråd eller efter dettes bemyndigelse af skolens leder og skolepsykologen.
The decision is taken by the school's teachers' council or, upon its authorization by the head of school and the school psychologist.
Afgørelsen kan appelleres til skolenævnet.
The decision may be appealed against to the school council.
Henvisning mod forældrenes vilje forekommer kun undtagelsesvis, da man skøn­ner, at det vil kunne bringe eleven i en vanskelig situation og skabe dårlige betingelser for specialundervisningen.
A reference against the wishes of the parents arises only in exceptional cases, since it is considered that this will leave the pupil in a difficult position and create poor conditions for the special education.
Elever, der modtager specialundervisning, følges fra skolepsykologisk råd­givning.
Pupils receiving special education are followed by the educational psychology consultation service.
Reglerne for denne institutions personalenormering angiver pr. 5 000 elever 3 skolepsykologer, 2 kliniske psykologer, 1 socialrådgiver og 5 deltidsansatte konsulenter for forskellige handicapområder.
The establishment rules for this institution's staff provide for three school psychologists, two clinical psychologists, one so cial adviser and five part-time consultants for various areas of handicap for each 5 000 pupils.
Psykologuddannelsen har en varighed af mindst 5 år. Socialrådgivere studerer i 3 år.
Psychological training takes at least five years.
Kliniske psykologer har en praktisk efteruddannelse på 2 år.
Clinical psychologists have further practical training of two years.
Skole­psykologer skal foruden embedseksamen i psykologi have lærereksamen og lærer­praksis.
School psychologists must have a teacher-training diploma and teaching practice in addition to a degree in psychology.
Speciallærere gennemgår den almindelige læreruddannelse på 3% — 4 år med undervisning af handicappede som pædagogisk speciale (studieemne på 240 timer) og efterfølgende videreuddannelse på 1% år.
Special education teachers take the ordinary teacher training of three-and-a-half to four years, with education of the handicapped as their special teaching subject (240 hours' study), and subsequent further training of one-and-a-half years.
Alle lærere skal i fagene pædagogik, psykologi, undervisningslære og praktik behandle specialpædagogi­ske emner.
All teachers must have covered specialteaching subjects in pedagogics, psychology, didactics and practice.
Specialundervisningen i Danmark forventes i 80'erne udbygget til et sammen­hængende system af specialpædagogisk bistand centreret omkring barnets di­striktsskole.
It is expected that by the 1980s special education in Denmark will have been expanded into a coherent system of specialteaching aid centred around the child's district school.
Når forældre til et handicappet barn henvender sig her, involve­res den fornødne sagkundskab automatisk.
If the parents of a handicapped child apply there, the necessary expert knowlege becomes automatically available.
På hver enkelt skole indrettes undervisningsklinik, der kan støtte undervis­ningen i den almindelige klasse med lærervejledning, undervisningsmidler og supplerende undervisning til handicappede i klasse, på hold eller som enkelt­mandsundervisning. Drejer det sig om taleundervisning, høretræning, undervis­ning i punktskrift og lignende, skal der normalt tilkaldes "vandrelærer".
Each school will have an education clinic to support instruction in the ordinary classes by teacher guidance, teaching aids and supplementary teaching of the handicapped in one class, in groups or by individual teaching.
For hvert amt oprettes undervisningscenter.
Each county will have an education centre.
Det består af specialklasser for­delt på almindelige skoler, f.eks. en klasserække for hørehandicappede på en skole, en klasserække for motorisk handicappede på en anden og så fremdeles.
It will consist of special classes distributed between ordinary schools, for example classes for those with de fective hearing in one school, classes for the motor handicapped in another school, and so on.
I tilknytning til et center kan oprettes mandags-fredags-hjem til midlerti­dig eller mere konstant aflastning af forældrene.
In association with a centre, weekly boarding schools can be established to provide temporary or more permanent relief for the parents.
Der er fortsat behov for specialskoler, derunder specialkostskoler. Men det hører med i planerne, at sådanne skoler bliver "tvillingsskole" til alminde­lig folkeskole med deraf følgende pligt for ledere og lærere til samarbejde.
There is still a need for special schools, including special boarding schools, but it is part of the plan that such schools shall be 'twinned' with ordinary primary schools, with the consequential obligation on heads and teachers to cooperate.
Forudsætningen for, at specialpædagogisk bistand kan være led i en revalideringsproces, er kvalificeret personale, kompetent administration og en vifte af fleksibelt fungerende undervisningstilbud.
For specialteaching aid to be a link in the rehabilitation process, the preconditions are qualified personnel, competent administration and the availability of a wide and flexible range of education.
Specialpædagogisk forskning har været forsømt område i Danmark, men forsk­ningsrapporter fra andre lande er i rigt mål formidlet og anvendt.
Specialteaching research has been a neglected field in Denmark, but ample reports of research in other countries have been obtained and put to use.
Blandt gældende bestemmelser citeres fra lov om folkeskolen:, "Til børn, hvis udvikling kræver en særlig hensyntagen eller støtte, gives der specialunder­visning eller anden specialpædagogisk bistand.
Among relevant legislation, the following is a quotation from the Law on Primary Schools: 'Children whose development requires special consideration or support shall receive special education or other specialteaching assistance.
Undervisningsministeren fast­sætter regler herom " og Henvisning til specialundervisning, som ikke er af foreløbig karakter, sker på grundlag af skolepsykologisk under­søgelse og efter samråd med eleven og forældrene."
The Minister of Education shall establish rules concerning this ' and 'A reference to special education not of a temporary nature is on the ba sis of an educationalpsychological investigation and following consultation with the pupil and the parents'.
Fra lov om styrelsen af kommunernes skolevæsen m.v. kan nævnes: "Hvis lærer­rådets afgørelse af, om et barn skal rykkes op i næste klasse eller henvises til specialundervisning, indbringes for skolenævnet, træffer det den endelige administrative afgørelse af spørgsmålet".
From the Law on the Control of the Municipal System of Schools, etc., the following may be quoted: 'Where the teachers' council's decision on whether a child is to be moved into the next class or referred for special education is
Desuden "Til at forestå det skolepsykologiske undersøgelses- og rådgivnings­arbejde samt tilrettelæggelsen af specialundervisningen ved kommunale, stats­lige og private skoler og andre undervisningsinstitutioner i en eller flere kommuner kan der under amtsrådet eller i en større kommune under undervisnings­ministerens godkendelse ansættes en ledende skolepsykolog.
Again, 'An executive school psychologist may be employed by the County Council or by a large municipality with the consent of the Minister of Education to lead educationalpsychological investigations and consultations and to or ganize special education at municipal, State and private schools and other educational institutions in one or more municipalities.
Den ledende skolepsykolog udøver sin virksomhed under ansvar over for skole­kommissionen og fritidskommissionen i den eller de kommuner, hvortil han ifølge sit ansættelsesforhold er knyttet.
'In carrying out his activities, the executive school psychologist is responsible to the School Commission and the Leisure Commission in the municipality (ies) to which he is attached in accordance with his conditions of employment.
For de statslige og private skolers og undervisningsinstitutioners vedkommende udøver han sin virksomhed efter af­tale med lederne af de pågældende skoler og institutioner."
As concerns State and private schools and educational institutions, he carries out his activities following agreement with the heads of the schools and institutions concerned'.
Såvel lov om gymnasieskoler og lov om erhvervsfaglige skoler som lov om pri­vate skoler fastsætter: "Til handicappede elever gives der specialundervisning eller anden specialpædagogisk bistand.
The Law on Higher Secondary Schools, the Law on Vocational Schools and the Law on Private Schools prescribe that: 'Handicapped pupils are to be provided with special education or other forms of specialteaching assistance.
Undervisningsministeren fastsætter regler herom".
The Minister of Education establishes rules for this'.
Det internationale Kontor, Frederiksholms kanal 21, 1220 København K Inspektionen for Specialundervisningen, Vester Voldgade 117, 1552 København V
The International Office, Frederiksholms Kanal 21, 1220 Copenhagen K Inspectorate of Special Education, Vester Voldgade 117, 1552 Copenhagen V
Danmarks Lærerhøjskole, Emdrupvej 101, 2400 København NV Danmarks pædagogiske Institut, Hermodsgade 28, 2200 København N Danmarks pædagogiske Bibliotek, Lersø Parkalle 101, 2100 København 0 Samfundet og Hjemmet for Vanføre, Borgervænget 7, 2100 København 0
Danish Teacher Training College, Emdrupvej 101, 2400 Copenhagen NV Danish Pedagogic Institute, Hermodsgade 28, 2200 Copenhagen N Danish Pedagogic Library, Lersø Parkalle 101, 2100 Copenhagen 0 Society and Home for the Disabled, Borgervaenget 7, 2100 Copenhagen 0
Skolepsykologernes Landsforening, Bethaniagade 2 B, 7400 Herning Danmark Hjælpeskoleforening, Rørsangervej 1, 3600 Frederikssund
National Association of School Psychologists, Bethaniagade 2 B, 7400 Herning Danish Association of Auxiliary Schools, Rørsangervej 1, 3600 Frederikssund
Audiologopædisk Forening, Skolepsykologisk rådgivning, Mejlgade 8, 8000 Aar­hus C
Audiologopaedic Association, Educationalpsychological Consultation, Mejlgade 8, 8000 Århus C
Landsforeningen af Læsepædagoger, Vejlemosevej 31, 2840 Holte ii2X5iiE£2£i£"i5Et:
National Association of Reading Educationalists, Vejlemosevej 31, 2840 Holte
Landsforeningen af Vanføre, Hans Knudsens Plads 1, 2100 København 0 Danske Døves Landsforbund, Brohusgade 17, 2200 København N De samvirkende Invalideorganisationer, Randersgade 68, 2100 København 0 Dansk Blindesamfund, Randersgade 68, 2100 København 0 Landsforeningen Evnesvages Vel, Vester Voldgade 96, 1552 København V Landsforeningen for Bedre Hørelse, Skt. Knudsvej 36, 1903 København V
National Association for the Disabled, Hans Knudsens Plads 1, 2100 Copenhagen 0
FORBUNDSREPUBLIKKEN TYSKLAND
National Union for the Deaf, Brohusgade 17, 2200 Copenhagen N
Handicappede børn og unge, der ikke kan hjælpes tilstrækkeligt i almindelige skoler, kan i særlige børnehaver, skoler og erhvervsskoler modtage en under­visning, der er afpasset efter deres handicap.
National Association for Welfare of the Mentally Handicapped, Vester Voldgade 96, 1552 Copenhagen V
Der er i Forbundsrepublikken Tyskland en lang tradition for specialskoler for handicappede.
There is a long tradition in the Federal Republic of Germany of special schools for handicapped persons.
Allerede i det 18. århundrede blev de første skoler for døv­stumme børn oprettet i Hamburg (1769).
In the eighteenth century the first institutions for deaf and dumb children were set up in Hamburg (1769).
Udbygningen af specialundervisningen begyndte henimod slutningen af det 19. århundrede, tog yderligere fart i dette århundredes begyndelse og nåede et højdepunkt i 60'erne og 70'erne.
The special school system was developed further starting towards the end of the nine teenth century and continued at an increased rate in the early years of this century, reaching its peak in the 1960s and 1970s.
I dag undervises ca. 4% af alle elever i en specialskole (ca. 400 000 elever) .
At the present time about 4% of all pupils attend schools for handicapped persons (about 400 000 pupils) .
Siden 70'ernes begyndelse har man i Forbundsrepublikken Tyskland endvidere øget bestræbelserne på at undervise handicappede børn og unge sammen med ikkehandicappede.
Increasing efforts have been-made in the Federal Republic of Germany since the beginning of the 1970s to teach handicapped children and young people to gether with the non-handicapped.
Henstillingen om en reform af specialundervisningen af 16. marts 1972 fra Den stående Konference for delstaternes Kulturministre pegede allerede i samme retning.
This aim was already enshrined in the recommendation on .the organization of special schools of the Permanent Committee of Education Ministries of the Länder of the Federal Republic of Germany of 16 March 1972.
Der lægges i iorbundsregeringens og delstaternes fælles uddannelsesplanlæg­ning særlig vægt på spørgsmålet om de handicappedes integration i det almin­delige uddannelsessystem.
As part of joint educational planning between the Federal Government and the Länder the question of the integrated teaching of handicapped persons within the educational system is given particular prominence.
I rammebestemmelser om koordineret planlægning, gennemførelse og videnskabelig behandling af modelforsøg på uddannelsesområ­det, som forbundsregeringens og delstaternes kommission for uddannelsesplan­lægning og forskning, gøres undervisning og integration af handicappede til et hovedpunkt.
The outline agreement on the coordinated preparation, implementation and academic control of pilot projects in education of 7 May 1971 organized by the Federal/Länder Committee for Educational Planning and Research has as one of its principal themes the education and integration of handicapped persons.
I den samlede uddannelsesplan fra 15. marts 1973 bliver vidt­gående eller delvis integration ligeledes opstillet som et mål for den fremti­ dige udvikling.
Similarly, the general education plan of 15 March 1973 includes as one of its aims a far reaching integration or at least partial integration for the future development of the educational system.
Fra den gældende vejledning kan nævnes, at specialskolens grundprincip skal være at hjælpe eleverne til personlig udvikling og til social og erhvervs­mæssig integrering. Det angives, at specialpædagogiske metoder og midler og­så skal anvendes i nødvendigt omfang i almindelige skoler.
The relevant directive states that the basic principle of the special school is to assist pupils in their personal development and in social and vocational integration.
Nogle delstater tildeler et antal "støttetimer" til almindelige klasser.
Some Länder allocate a number of 'support lessons' to ordinary classes.
Det drejer sig om en specialpædagogisk foranstaltning, der dels forebygger dels reparerer truede undervisningssituationer.
This is a special-education al arrangement that prevents and remedies menacing situations.
Almindeligt regnes med følgende procentvise fordeling af handicappede elever i forhold til almindeligt udsnit af jævnaldrende:
In general, the percentage distribution of handicapped pupils in relation to a normal section of pupils of equal age is as follows:
Blinde Døve Andssvage Bevægelseshæmmede Specifikke indlæringsvanskeligheder Svagthørende Svagtseende Sprogligt hæmmede Talehæmmede Sociale og emotionelt handicappede
Blind Deaf Mentally handicapped Motor handicapped Specific learning difficulties Partially deaf Partially sighted Linguistic difficulties Speech defects Socially and emotionally handicapped
De angivne procenter kan, siges det, variere, blandt andet under indflydelse af lokal indsats, opfattelsen af handicappede og forskningsmæssig aktivitet.
It is said that these percentages may vary according to such factors as the degree of local effort, understanding of the handicapped and research.
Fordelingen mellem handicapgrupper svarer i øvrigt til internationale angivel­ser.
The distribution between groups of handicapped corresponds in general to in ternational information.