natgillin/translations-raw huggingface dataset:
Skole­lederes årsløn varierer fra UKL 5 000 til 10 000.
The school principal's salary varies from UKL 5 000 to UKL 10 000.
Nordirlands speciallærere skal have en anerkendt læreruddannelse og 2 års undervisningspraksis.
Northern Ireland's special teachers must have completed recognized teacher training and two years' teaching practice.
Dette sidste krav gælder også skolepsykologer, der skal have en anerkendt universitetseksamen.
This last requirement also applies to school psychologists, who must have a recognized university degree.
Den gennemsnitlige lærerløn er ca. UKL 4 000.
Average teacher's salary is about UKL 4 000.
Lønnen for skolepsykologer varierer fra ca. UKL 3 900 til ca. 6 660.
Salary of school psychologists varies from about UKL 3 900 to about UKL 6 600.
Lærere for blinde, døve og svagthørende skal gennemgå uddannelser godkendt af undervisningsministeriet.
Teachers for the blind, deaf and hard of hearing must have Completed training courses recognized by the Ministry of Education.
For at blive ansat i varig lærerstilling i Skotland skal ansøgeren være re­gistreret ved General Teaching Council.
To be permanently employed as a teacher in Scotland, the applicant must be registered with the General Teaching Council.
Ansættelse finder sted efter endt læreruddannelse og en 2-årig prøveansættel­se.
Employment commences after completion of teacher training and two years trial employment.
Lærere for handicappede skal derudover have et års videregående uddannel­se ved et lærerseminarium.
In addition, teachers for the handicapped must have completed one year's additional train ing at a teacher training college.
De ansættende myndigheder hjælper i betydeligt omfang til efteruddannelser.
The employing authorities assist to a con siderable extent with further training courses.
Lærere lønnes under sådanne kursus.
Teachers are paid during such courses.
Hvert år tager ca. 85 lærere det 1 årige kursus, der kvalificerer til ansættelse som speciallærer.
Each year about 85 teachers complete the one year course, which qualifies for employment as a special teacher.
Lønningerne varierede i 1976 for lærere ved grundskolen fra UKL 2 706 til 3 960 og for lærere ved den fortsatte undervisning og special­undervisning fra UKL 2 853 til 4 677.
In 1976, salaries for teachers at primary schools varied from UKL 2 706 to UKL 3 960, and for teachers in secondary education and special education from UKL 2 853 to UKL 4 677.
Lærere ved specialundervisning opnår desuden et tillæg varierende fra UKL 123 til 297.
Teach ers in special education also receive a supplement varying from UKL 123 to UKL 297.
Skolepsykologer i Skotland har normalt en universitetsuddannelse i psykologi samt en læreruddannelse og en akademisk videreuddannelse i pædagogisk psykologi.
Educational psychologists in Scotland normally have an honours degree in Psychology, have trained as teachers and have a post-graduate qualification in Educational Psychology.
Skolepsykologernes løn­ninger ligger mellem ca. UKL 4 300 og 6ooo om året (1978).
The salary of schools' psychologists varies from about UKL 4 300 p.a. to about UKL 6 800 p.a. (1978).
Uddannelserne for personale ved specialundervisning er højst forskelligartet.
Training courses for special-education staff vary considerably.
For et flertal af lande kan der ikke reelt tales om autorisation i form af uddannelsesbetinget erhvervskompetence.
In the major ity of countries there is no proper authorization in the form of educational and professional qualification.
Denne mangel på kvalificeret pædago­gisk bistand kan næppe undgå at svække også den social-medicinske revalide­ring.
This lack of qualified teaching assistance can scarcely do otherwise than weaken socio-medical rehabilitation.
Antagelig må man også gå på akkord med etiske normer i tilfælde, hvor de for­anstaltninger, myndighederne aftaler med forældre, ikke svarer til betegnel­sen specialundervisning.
It is probably necessary to compromise on ethical standards in cases where the arrangements agreed between the authorities and the parents cannot properly be referred to as special education.
Undervisning og uddannelse er et væsentligt led i handicappedes revalidering.
Education and training is an essential element in rehabilitation of the hand icapped.
Det niveau, hvorpå indsatsen gøres, er nært knyttet til uddannelse og arbejds­betingelser for det pædagogiske og psykologiske personale.
The level achieved by such measures is linked closely to the train ing and qualifications of the teaching and psychological staff.
Et andet og lige så betydningsfuldt skridt er etablering af pædagogisk-psy-kologisk rådgivning til disposition for hjemmene, eleverne og de lærere, der underviser handicappede - ikke mindst i forbindelse med de mange handicappede, der integreres i almindelige klasser.
Another, equally important step is the provision of psycho-teaching guidance in the home, for the pupils and for those who teach the handicapped - not forgetting the many handicapped who are integrated into ordinary classes.
EF's bestræbelser for fri etablering landene imellem giver i mange henseender en faglig tilskyndelse til begynden­de harmonisering på det specialpædagogiske område.
The EEC's efforts towards reciprocal recognition of professional qualifications between countries encourage the belief that we may be seeing the beginning of harmonization in the field of special education.
Ovennævnte spredte træk kan ikke tjene som kortlægning af landenes personale­politik, men muligvis som tilskyndelse til at søge mere konkret belysning af detaljer på det for undervisning og uddannelse af handicappede helt centrale område, som personaleproblemerne er.
The above frangmentary impressions are not an attempt to set out the staffing policies of the EEC Member States, but they will perhaps encourage more spe cific research into the problems of staffing, which are so central to the education and training of the handicapped.
Spørgsmålet om integrering af handicappede i et almindeligt udsnit af jævn­aldrende er overalt genstand for faglig og politisk debat.
The question of integration of the handicapped into an ordinary cross-section of people of the same age is the subject of specialist and political debate everywhere.
Redegørelsen indeholder ingen analyse eller vurdering af disse forhold, der på ingen måde er entydig, idet foranstaltninger til støtte for elever i almin­delige klasser ikke overalt eller på samme måde klassificeres som special­undervisning.
The report contains no analysis or assessment of these circumstances, which are by no means clear-cut, since arrangements for the support of pupils in ordinary classes are not everywhere classified in the same way as special education. ucation.
Dersom man som specialundervisning registrerer den undervisning, der forud­sætter særlig læreruddannelse og en individualisering, der går ud over, hvad den almindelige klasses lærer magter, kan man skelne mellem niveauer, grader og former for integrering.
If we recognize as special education that which calls for special teacher training and an individualization going beyond the capacity of a teacher of an ordinary class, a distinction can be made between levels, grades and forms of integration.
Erfaringerne med hensyn til specialklasser (specialskoler) i tilknytning til almindeligt skolemiljø er gode, for så vidt forudsætningerne er i orden.
Experience of special classes (special schools) in association with a normal school environment is good, provided the background is right.
Der­til hører foruden kvalificeret undervisning, lægelig og social bistand, pæda-gogisk-psykologisk rådgivning og behandlingsfaciliteter for eksempel til er­goterapi- og fysioterapi.
In addition to qualified teaching, this includes medical and social assistance, educationalpsychological guidance and treatment facilities, for example for ergotherapy and physiotherapy.
Der vil ofte være tale om øgede udgifter til perso­nale, hjælpemidler og transport.
Increased costs for staff, aids and transport often arise.
Lokale skole­myndigheder må påtage sig det pædagogiske ansvar - også for regionale og landsdækkende undervisningsopgaver.
Local education authorities must accept responsibility for education - including regional and country-wide educational assignments.
Det synes ikke at volde problemer, blot den overordnede styring, planlægning og finansiering varetages af regionale eller statslige myndigheder.
This appears to create no problems, provided overall control, planning and financing is in the hands of regional or State authorities.
Almindelig skole
Ordinary school
Nogle fælles faciliteter
.Some common. facilities
Tekniske hjælpemidler
+ teaching clinics
Skolehjem
Boarding houses
Distrikts­skole for svært udvik­lings­hæmmede
Observation school
Regionale skoler for fysisk­og psykisk handicappede
Regional schools for physically and mentally handicapped
Klasse for elever med specifikke indlærings­vanskelighed
Example of form of integration for seriously handicapped pupils
Ikke handicappet elev
Handicapped pupils
Almindelig lærer
Special teacher
Speciallærer
Page 60
OVERVEJELSER OG FORSLAG
DISCUSSION AND PROPOSALS
De foran refererede data repræsenterer et stort materiale, der yderlige bør systematiseres.
The above information represents a large body of material, which should be further systematized.
Denne første redegørelse får derfor i nogen grad karakter af et katalog over specialpædagogiske emner.
This first report is therefore to some degree in the nature of a catalogue of special-education subjects.
Der er et stykke vej fra dette for­søg på at samle og udvælge oplysninger til en objektiv analyse af pædagogi­ske foranstaltninger for handicappede i EF.
This attempt to collate and select information is only a step towards an objective analysis of teach ing arrangements for the handicapped within the EEC.
Forarbejdet har givet anledning til udveksling af synspunkter og erfaringer mellem ministeriernes sektion for specialundervisning, og det fortsatte ar­bejde på at korrigere og udbygge rapporten kan indlede et uformelt kollegi­alt samarbejde over landegrænserne mellem sagkyndige i spørgsmål om undervis­ning for handicappede.
This preliminary work has occasioned an exchange of views and experience be tween the departments concerned in special education within ministries, and further work to correct and expand the report may lead to informal cooperation beyond the frontiers of the individual countries between those special izing in the education of the handicapped.
Som en første konkretisering indbyder Kommissionens generaldirektorat for forskning, videnskab og undervisning i 1978 til konfe­rence om specialundervisning med deltagelse af den kreds, der har bidraget til rapporten.
As an initial consolidation, the Commission's Directorate-General for Research, Science and Education called a conference in 1978 on special education, with participation from the circle of people who have contributed to the Report.
Sådanne uformelle drøftelser mellem specialundervisningens centralt placerede ledere bør blive fast led i udveksling af erfaringer.
Such informal discussions be tween centrally placed leaders in special education should become a fixed part of the exchange of experience.
Mødested og ansvaret for tilrettelæggelsen kunne gå på skift mellem medlems­landene.
The venue for meetings and responsibility for their arrangements could be taken in turn by Member States.
I praksis måtte det årlige arrangement overlades til pågældende lands repræsentant i kontaktudvalg i samarbejde med og finansieret af De europæi­ske Fællesskabers Kommission.
In practice, annual arrangements would have to be left to the country concerned's representative on contact committees in cooperation with and financed by the Commission of the European Communities.
De europæiske Fællesskabers Råd besluttede i juni 1974 at "Fællesskabets almene bestræbelser på de handicappedes vegne må være at hjælpe disse til at blive i stand til at leve et normalt, uafhængigt liv, fuldt ud integreret i samfundet". Dette mål gælder alle aldersgrupper og enhver form for handicap.
In June 1974 the Council of the European Communities decided that 'the Community's general effort on behalf of the handicapped should be directed towards helping them to live a normal independent life, fully integrated into society'.
Man definerede ved denne lejlighed handicap som "enhver begrænsning, med­født eller pådraget, af et menneskes fysiske eller psykiske evne, der på­virker dets daglige tilværelse og arbejde ved formindsket social medvirken, dets beskæftigelsesudsigter samt dets mulighed for at udnytte det offentliges tjenesteydelser".
In this context a handicap was defined as 'any limitation, congenital or con tracted, of a person's physical or mental abilities that affects his daily life and work by reducing social participation, employment prospects and op portunities for making use of public services'.
Udtalelsen blev fremsat med henblik på genoptræning af handicappede, og det er muligt, at man fra pædagogisk side ville have formuleret det anderledes.
This statement was made in reference to the rehabilitation of the handicapped, and it is possible that teaching circles would have formulated it differently.
Men i denne sammenhæng drejer det sig om at understrege, at revalidering og­så er et pædagogisk problem. For ofte behandles det, som var det alene et me-dicinsk-socialt område.
But in this connection the main point is to stress that rehabilitation is also a teaching problem.
Måske kan tidlige pædagogisk-psykologiske foranstalt-
Perhaps the education system's earlier psycho-teaching
74 ninger fra undervisningsvæsenet vise sig at yde værdifulde bidrag for eksempel til integrering og accept, der er fornemme faktorer i revalideringssammenhæng.
arrangements will prove to have made a valuable contribution to, for example, integration and acceptance, which are prominent factors in rehabilitation.
Forståelse herfor er i hastig vækst - ikke mindst politisk.
Understanding of this is growing rapidly - not least politically.
Denne forståelse er udtrykt ved spontant gennemførte "undervisningsforanstaltninger" fra de forskelligste administrationsgrene og interessegrupper.
This is ex pressed in the form of spontaneous 'education arrangements' by the most varied branches of administration and interest groups.
Der er et udtalt ønske om at rationalisere denne mangfoldighed, dels for bedre at udnytte kvalificeret personale og økonomiske ressourcer, dels for at give mulighed for samarbejde i så store enheder, at man opnår tilstræk­keligt befolkningsunderlag til opsummering af anvendelige erfaringer fra de mange minioritetsområder, som den handicappede del af befolkningen repræsen­terer.
There is an express desire to rationalize this profusion, on the one hand to make better use of qualified personnel and financial resources, and on the other to give an opportunity for cooperation between units of the many minorities that make up the handicapped section of the population whose size is such that they are sufficient to provide a useful body Of experience.
Uddannelserne bør bi­drage til, at tværfagligt samarbejde lettes;
The training should help to facilitate cross disciplinary measures.
Desuden en forberedelse til fort­sat videreuddannelse og dermed en stadig personlig udvikling. Voksenunder­visningen skal kunne imødekomme behov for specialundervisning;
In addition, to offer preparation for further education and continued personal development.
De nordiske lande afholder årligt møde mellem repræsentanter for undervis­ningsministeriernes ansvarlige for undervisning af handicappede. Denne tra­dition har bidraget til harmonisering og nyttig information.
The Nordic countries hold annual meetings between representatives of those responsible in Ministries of Education for education of the handicapped.
Man bør overveje, om en sådan årlig uformel og uforpligtende, men velforbe­redt kontakt mellem embedsmænd med kendskab til og ansvar for området kunne gavne de handicappede i vore lande.
It is for consideration whether such annual, informal, non-binding but wellprepared contacts between officials with knowledge of and responsibility for this area might benefit the handicapped in our countries.
SPECIALUNDERVISNINGEN I MEDLEMSSTATERNE
SPECIAL EDUCATION IN THE MEMBER STATES
1819 oprettes i Liége et kongeligt institut for syns- og hørehandicappede (antagelig blinde og døve).
In 1819, a Royal Institute for the Visually and Auditory Handicapped (presumably the blind and deaf) was established in Liège.
1834 opretter "De barmhjertige søstre" i Bruxelles en institution for døve og blinde piger i lighed med den, som de havde drevet i Gent siden 1808.
In 1834, the Sisters of Charity established in Brussels in institution for deaf and blind girls similar to that they had run in Ghent since 1808.
Denne institution består i dag i Ucele som det kongelige institut for døve og blinde piger.
This institution exists today in Uccel as the Royal Institute for Deaf and Blind Girls.
"De barmhjertige brødre" åbner i 1835 i Bruxelles en lignende institution for drenge, og provinsen Braband følger efter i 1883 med en institution i Berchem - Set. Agathe.
In 1835, the Brothers of Charity opened in Brussels a similar institution for boys, and the Province of Brabant followed suit in 1883 with an institution at Berchem - St. Agathe.
1901 etablerer lægen Ovide Decroly i sin private villa sit institut for han­dicappede børn (mentalt retarderede).
In 1901, Dr Ovide Decroly established his institute for handicapped children (mentally retarded) in his own house.
1903 opretter byen Bruxelles en poliklinik med dr. Decroly som leder.
In 1903, the City of Brussels established an out-patients' clinic, with Dr Decroly as its head.
Denne klinik skal yde vejledning til familier med psykisk hæmmede børn.
This clinic was to provide guidance for families with mentally handicapped children.
1915 indretter dr. Decroly i samarbejde med Nicolas Smelten, der blev skole­inspektør i Bruxelles, og Charles de Gronckel, der arbejdede for kommunen Ixelles, "Hjem for forældreløse børn", det første hjem, der påtog sig omsor­gen for børn med alvorlige sociale og adfærdsmæssige vanskeligheder.
In 1915, Dr Decroly, in cooperation with Nicolas Smelton, who became School Inspector in Brussels, and Charles de Gronckel, who worked for the Municipal ity of Ixelles, established a 'home for orphaned children', the first home to attend to the welfare of children with serious social and behavioural diffi culties.
Et af disse hjem blev senere en af de første skoler for motorisk handicappede.
One of these homes subsequently became one of the first schools for the motor handicapped.
1923 oprettes det første sanatorium med tilhørende skole i Anderghem.
In 1923, the first sanatorium with an associated school was established at Auderghem.
Dette og endnu ét sanatorium skulle helbrede tuberkuløse.
This and one other sanatorium were for the treatment of tuberculosis.
Efter 1957 er disse institutioner behandlingssteder for børn og unge med luftvejssygdomme og al­lergi, for vanføre og for diabetikere og hæmofile.
Since 1957, these institutions have become centres for the treatment of children and young people with bronchial illnesses and allergies, the disabled, diabetics and haemophilics.
1926 åbner provinsen Braband landbrugsskolen i Waterloo, provinsens nuværen­de medico-pædagogiske institut.
In 1926, the Province of Brabant opened an agricultural college at Waterloo, which is the Province's present medico-teaching institution.
Den nuværende specialundervisning tager udgangspunkt i lov fra 1914, som på­byder skolepligt fra 6. til 14. år.
Present-day special education stems from a Law of 1914 which provides for compulsory schooling from the 6th to the 14th year.
Den angiver, at kommunerne er forpligtet til at indrette klasser for børn med små evner og for børn, der er anderledes (unormale), hvor befolkningsgrundlaget tillader det.
It states that municipal ities are required to organize classes for children of low ability and for children who are different (abnormal), where the population basis permits.
Loven af 25. marts 1931 omhandler almindelig skolepligt, forlænget skolepligt for handicappede, pligt til at indrette specialundervisning og oprette klas­ser for børn med små evner og klasser for "recuperation" (generhvervelse).
The Law of 27 March 1931 covers general compulsory schooling, extended compulsory schooling for the handicapped, and made it compulsory to provide spe cial education and to organize classes for children of low ability and classes for 'recuperation'.
Lov fra 1937 fremhæver, at retarderede eller handicappede elever bør gruppe­res i specialklasser, såfremt deres evner tillader det.
A Law dated 1937 emphasizes that retarded or handicapped pupils should be grouped in special classes if their abilities so permit.
Fra 1958 og hvert efterfølgende år indtil 1970 fremsættes en række lovforslag, som baner vej for den nuværende lov om specialundervisning.
In 1958 and in each subsequent year until 1970, a series of Bills was sub mitted making way for the present Law on Special Education.
Dette forslag blev forelagt af ministrene Dubois og Vermeulen i form af en rammelov og vedtaget den 6. juli 1970.
A Bill was sub mitted by Ministers Dubois and Vermeulen in the form of a framework law, and was adopted on 6 July 1970.
"Der gik således 56 år, før landet fik en lov om specialundervisning" (citat).
'Fifty-six years passed therefore before the country had a Law on special education' (quotation).
Lov af 6. juli 1970 om specialundervisning har som overordnet formål at sikre handicappede undervisning og behandling til optimal udvikling af deres fysi­ske og intellektuelle muligheder.
The over-riding objective of the Law of 6 July 1970 on Special Education is to ensure the education and treatment of the handicapped in order to provide optimal development of their physical and mental potentials.
Det skal muliggøre, at de kan klare sig socialt og arbejdsmæssigt, eventuelt i beskyttede omgivelser (Kapitel 1, § 1).
They must be en abled to manage in society and in work, if necessary in protected surroundings (Chapter I, Sec. 1).
Lovens bestemmelser gælder handicappede i aldersgruppen 321 år, men der kan dispenseres, således at visse handicappede kan komme i behandling tidligere og fortsætte ud over det 21. år.
The provisions of the Law refer to the handicapped in the 3 to 21 age group, but exceptions are permissible. Certain of the handicapped can therefore be treated earlier and continue beyond the 21st year.
Bestemmelse om iværksættelse af specialundervisning træffes af de psyko-medi-co-sociale centre i samarbejde med forældrene, hvis samtykke er en forudsæt­ning.
Decisions on instituting special education are taken by psycho-medico-social centres in consultation with parents, whose consent is a prerequisite.
Specialundervisningen gives dels i skoler, der finansieres af stat, provin­ser og kommuner, dels i private skoler.
Special education is provided partly in schools organized by the State, provinces and municipalities and partly in private schools.
Der er således ret frie valgmulighe­der for familier med handicappede børn, idet skolerne også kan imødekomme øn­sker om en bestemt trosretning. Staten betaler til private skoler, både stats­skoler og kommunale skoler.
Families with handicapped children have therefore quite a wide freedom of choice, since the schools can also meet the needs of specific denominations.
Udbygningen af specialundervisningen er i god fremgang.
The extension of special education is progressing well.
Umiddelbart tegner sig følgende perspektiver for fremtiden:
The present picture for the future is as follows:
Specialisering af de forskellige institutioner så præcist som muligt med henblik på den handicapgruppe, hver enkelt institution skal betjene.
Specialization of the various institutions as precisely as is possible, having regard to the handicapped group that each institution is intended to serve.
1807 oprettes Det kongelige Døvstumme-institut, og 1871 indfører Danmark al­mindelig skolepligt for døve.
In 1807 the Royal Institute for the Deaf and Dumb was established, and in 1871 Denmark introduced general compulsory schooling for the deaf.