natgillin/translations-raw huggingface dataset:
Specialundervisningens lærere skal have almindelig læreruddannelse og, for så vidt det drejer sig om undervisning af blinde og hørehandicappede, sup­plerende uddannelse.
Teachers in special education must have completed ordinary teacher training, and as concerns education of the blind and those with hearing handicaps supplementary training also.
Medmindre ministeriet godkender andet, skal blinde og dø­ve elever undervises i specialskoler.
Unless the Department otherwise agrees, blind and deaf pupils must be educated in special schools.
Et handicappet barn kan undervises på almindelig skole, hvis der kan gives passende undervisning, og elevens nær­værelse ikke er til skade for de øvrige elever.
A handicapped child can be educated at an ordinary school if suitable education can be provided and the presence of the pupil is not injurious to the other pupils.
Så tidligt som i 1560 optog den reformerte kirke i Skotland i sin redegørelse om kirkens doktrin og kirkepolitik en bestemmelse, hvorefter byer og sogne skulle oprette skoler, som kunne give alle børn, uanset økonomisk baggrund, et tilbud om undervisning i overensstemmelse med deres evner.
As early as 1560, the Reformed Church in Scotland, in a report on the church's doctrine and policy, adopted a resolution under which towns and par ishes were to establish schools to provide all children, whatever their financial background, with facilities for education according to their abilities.
Idealerne holdt man fast ved, men de blev ikke realiseret øjeblikkeligt.
These ideals were maintained, but were not immediately realized.
I 1696 fik jordbesid­dere i hvert sogn pligt til at oprette skoler.
In 1696 the landowners in each parish were required to establish schools.
I 1872 blev administrationen af skolerne overført til skolekommissioner, hvis medlemmer var folkevalgte, og disse kommissioner fik myndighed til at opkræve skat for at få midler til at drive disse skoler.
In 1872 administration of the schools was transferred to school committees, whose members were elected by popular vote. These committees were authorized to collect taxes to raise funds to run these schools.
Som i andre lande begyndte undervisning af handicappede på privat initiativ for blinde og døves vedkommende i det 18. århundrede.
As in other countries, education of the handicapped began on private initiative, with provision for the blind and deaf in the 18th century.
Den første institution for psykisk hæmmede blev oprettet i 1852, og andre fulgte.
The first institution for the mentally retarded was established in 1852, and others followed.
De blev statsaner­kendt fra 1862.
They became State-recognized in 1862.
Lov for Skotland af 1906 om undervisning af handicappede børn bemyndigede lo­kale skoleforvaltninger til at oprette specialskoler eller specialklasser for handicappede børn i alderen 5 til 16 år.
The Education of Defective Children (Scotland) Act of 1906 on the education of handicapped children authorized local school authorities to establish special schools or special classes for handicapped children aged five to 16 years.
Gruppen beskrives som "børn, der ikke er åndssvage, men som på grund af psykiske eller fysiske handicap er ude af stand til at få tilstrækkeligt udbytte af den almindelige undervisning".
The group is described as 'children who are not mentally retarded but who, because of a mental or physical handicap, cannot benefit sufficiently from ordinary education'.
I 1908 fik skoleforvaltningerne bemyndigelse til at gøre undervisningen i spe­cialklasser obligatorisk.
In 1908 school authorities were authorized to make education in special classes compulsory.
Skoleloven for Skotland af 1945 pålagde skolemyndighederne ansvar for under­visning af børn, der behøvede specialpædagogisk bistand, som en del af sko­lernes almindelige virke.
The Education (Scotland) Act of 1945 imposed upon education authorities the responsibility to provide for children in need of special education as part of the framework of school education.
I 1947 fik Det rådgivende Udvalg for Uddannelse i Skotland til opgave at gi­ve en oversigt over de uddannelsesmuligheder, der var til rådighed for elever, der led af fysisk, psykisk eller socialt handicap.
In 1947 the Advisory Council on Education in Scotland was commissioned to provide a survey of education facilities available to pupils suffering from a physical, mental or social handicap.
Større ændringer blev indført med skoleloven for Skotland af 1969.
Greater changes were introduced under the Education (Scotland) Act of 1969.
Denne lov nydefinerede specialundervisning på en måde, der udelukkede den tidligere op­fattelse af kategorier af fysisk eller psykisk handicap.
This Act redefines special education in a form that excludes the concept of a fixed disability of mind or body.
Den fremhævede be­tydningen af tidlig erkendelse ved at slette aldersgrænsen for optagelse til specialpædagogisk bistand og understregede, at bestemmelsen om at henvise et barn ikke udelukkende var medicinsk begrundet.
It emphasized the importance of early recognition by doing away with the age limit for acceptance into special-educational assistance, and stressed that the decision to refer a child was not founded exclusively on medical grounds.
Den foreskrev oprettelse af børnerådgivningsklinikker og definerede klart disses funktioner.
It made mandatory the provision of a child guidance service and specifically defined its functions.
Loven kræ­vede, at i hvert tilfælde skulle rapporter fra såvel psykologiske som læge­lige undersøgelser suppleret med udtalelser fra forældre og eventuelt fra lærer lægges til grund for beslutningen.
The Act required that in all cases reports of psychological and medical investigations, supplemented by statements from parents and perhaps from teachers, should form the basis of decision.
Loven fremhævede endvidere, at en så­dan vurdering er en kontinuerlig proces.
The Act also emphasized that such evaluation is a continuing process.
Skoleloven af 1974 for Skotland vedrørende psykisk hæmmede elever gav alle elever ret til undervisning, idet denne lov pålagde skolemyndighederne an­svaret for undervisning af børn, der tidligere var blevet betragtet som "ueg­nede til træning, men ikke til undervisning" (de alvorligt psykisk handicappe­de), såvel som de børn, der blev betragtet som "egnede til træning, men ikke til undervisning".
The Education (Scotland) Act 1974 which dealt with mentally handicapped pupils gave all such pupils a right to education, since this Act imposed on school authorities responsibility for the education of children formerly con sidered as 'unsuitable for training and education' (the profoundly mentally handicapped) as well as for those who were considered 'suitable for training but not for education' (the severely mentally handicapped).
Det nuværende grundlag for specialundervisning er hovedsagelig skolelovene for Skotland af 1962 (i hvilke tidligere lovbestemmelser var optaget) og 1969 og 1974.
The present basis for special education is largely the Education (Scotland) Acts of 1962 (into which former legal provisions have been incorporated), 1969 and 1974.
Statsskolerne bliver administreret af 12 regionale skoleforvaltninger (Edu­cation Authorities - EA), hvis udgifter hertil dækkes dels af lokale ejen­domsskatter, dels gennem bloktilskud fra staten.
The State schools are administered by 12 regional education authorities (Education Authorities - EA), whose expenditure for this purpose is covered part ly by a local property tax (rates) and partly by block grants from the State.
I 1977-78 udgjorde bloktil­skud gennemsnitligt 68 pet. af udgifterne.
In 1977-78 block grants amounted to an average of 68% of the expenditure.
13 kostskoler for handicappede dri­ves af private foreninger. Disse skoler støttes økonomisk ved tilskud fra sta­ten.
Thirteen boarding schools for the handicapped are run by private associations.
Hertil kommer 12 private specialskoler, der er selvejende institutioner og som opkræver skolepenge.
In addition there are 12 private special schools which are private institutions and collect school fees.
I 1974 gik 96 pet. af alle elever i statsskoler.
In 1974, 96% of all pupils attended State schools.
Undervisning er obligatorisk fra 5-16 år, men kan begynde før og slutte senere.
Education is compulsory from the ages of five to 16, but can begin earlier and end later.
Ifølge den seneste opgø­relse (1974-75) er det gennemsnitlige elevtal pr. lærer i nursery schools 23,7, i grundskole 23,4, i secondary 15,7 og i specialskoler 9,1.
According to the latest statement (1974-75), the average number of pupils per teacher in nursery schools is 23.7, in primary schools 23.4, in secondary schools 15.7 and in special schools 9.1.
I special­skolerne varierer antallet fra ca. 4 i klasser for blinde til 14,8 for psy­kisk hæmmede.
In special schools the number varies from about four in classes for the blind to 14.8 for the mentally handicapped.
Tendensen i retning af færre elever i specialskolerne blev for­stærket gennem et vejledende cirkulære, der blev udsendt af det skotske under­visningsdepartement i 1973.
The trend towards reduced class size in special schools was strengthened by a guidance circular issued by the Scottish Education Department in 1973.
Før fast ansættelse ved det offentlige skolevæsen må en lærer have lærerek­samen og to års praksis.
Before becoming permanently employed under the State school system, a teacher must have a teacher training certificate and two years' practice.
Lærere for handicappede må derudover have et års supplerende uddannelse.
In addition, teachers for the handicapped must have completed one year's further training.
Mangel på lærere til specialskoler har bevirket, at kun halvdelen af de nuværende lærere har speciallæreruddannelse.
The shortage of teachers for special schools has resulted in only half of present teachers having completed special-teacher training.
Lokale skolemyndigheder (EA) tilskynder til supplerende uddannelse bl.a. ved at betale lærerløn i studietiden. Ca.
Education authorities (EA) encourage supplementary training, among other ways by paying teachers' salaries during the study period.
I afsnittet om England og Wales har man omtalt Warnock-kommissionens arbejde med forslag til en reform af specialundervisningen i UK.
The section on England and Wales referred to the Warnock Committee, which proposed the reform of special education in the UK.
Gennemførelsen af rapportens henstillinger må nødvendigvis blive anderledes i Skotland, idet Skotland ikke har nogen lovgivning, der svarer til den, der findes for Eng­land og Wales i kapitel 10 i skoleloven af 1976 (bestemmelser om undervisning af handicappede børn i almindelige skoler), selv om princippet er anerkendt og i nogen grad er blevet realiseret gennem årene.
The approach to implementation of the Report's recommendations will necessarily be different in Scotland since Scotland has no legislation corresponding to Section 10 of the Education Act 1976 (on the education of handicapped children in ordinary schools), although the principle is recognised and over the years is being increasingly realized.
Oplysningerne givet af
Information provided by
Til brug ved udarbejdelse af en redegørelse for specialpædagogisk bistand til børn, derunder specialundervisning og pædagogisk-psykologisk rådgivning, ønskes følgende oplysninger:
The following information is needed for the preparation of a report on spe cial-teaching assistance for children, including special education and psycho-teaching guidance:
Oversigt og eventuelle kommentarer vedrørende generelle undervisningstilbud med angivelse af specialundervisningens placering (grafisk fremstilling), herunder
Survey of and any comments on general availability of education, stating location of special education (diagrammatic description) and including:
(x) Hvor skemaet ikke giver tilstrækkelig plads for besvarelse, bedes denne vedlagt som bilag.
* Where the questionnaire does not give sufficient space for the answer, please enclose this as an annex.
Hvilke former, der findes for private undervisningstilbud for handicappede; hvorledes denne undervisning finansieres, og hvilket offentligt tilsyn, den er undergivet:
3. forms of private education available for the handicapped; how is this education financed and to what public supervision is it subject?
Tidspunkter (elevens alder) og grundlag (skolens afgørelse, prøver, foræl­dreønsker) for deling af eleverne i klasser med teoretisk henholdsvis prak­tisk betonet undervisning, og om der i så henseende gælder særlige regler for et eller flere handicapområder:
individuals and authorities responsible under the applicable regulations for guidance and decision-making in the initiation of special education; include information on parents' influence, pupil's own participation and whether there are separate rules in one or more areas of handicap; points in time (pupil's age) and basis (school's decision, tests, parents' wishes) for division of pupils into classes with emphasis on theoretical and practical education respectively, and whether there are separate rules here for one or more areas of handicap; applicable regulations concerning maximum number of pupils in ordinary classes and classes for the handicapped, and present average class quota.
Kommentarer og korrektion med henblik på den administrative anvendelse ønskes.
Comments and corrections are requested with a view to administrative use of this.
Som særlig svagtbegavet (mentally impaired, deficient, retarded, handi­capped, subnormal) betegnes børn, som ikke kan forventes fuldt ud at blive i stand til at opfylde samfundets krav med hensyn til uddannelse, social selvstændighed og økonomisk uafhængighed.
Children are considered as severely backward (mentally impaired, deficient, retarded, handicapped, subnormal) who cannot be expected fully to meet society's requirements as regards education and social and financial independence.
Som svagtbegavede (slow learner) betegnes børn, der på grund af generel funktionshæmning er så langt tilbage i udvikling, at de ikke kan følge undervisningen i en almindelig klasse.
Children are considered as backward (slow learners) who, because of a general functional defect, are so backward in their development that they are unable to follow education in an ordinary class.
Der er tale om elever med adfærdsproblemer og psykiske lidelser (malad­justed, psychotic), dersom børnenes emotionelle og sociale udvikling er skadet eller truet på en sådan måde, at de ikke er i stand til med rime­ligt udbytte at følge undervisningen i en almindelig klasse.
Pupils with behavioural problems and psychotic disorders (maladjusted, psychotic) are those whose emotional and"social development has been in jured or threatened to such an extent that they are unable with reason able benefit to follow education in an ordinary class.
Børn betegnes som døve, når de er uden hørelse, eller deres hørelse er så stærkt reduceret, at den selv med anvendelse af høreapparat ikke kan ud­nyttes til kommunikation.
Children are considered as deaf if they are without hearing or if their hearing is so greatly reduced that, even with the use of a hearing aid, it cannot be employed for communication.
Pædagogisk skelnes mellem døvfødte og døvblevne, hvor pågældende har nået at tilegne sig sprog.
Educationally, a distinction is made between the congenitally deaf and those who have become deaf but have succeeded in learning their language.
Børn betegnes som hørehæmmede, dersom hørelsen er så stærkt nedsat, at undervisning selv med anvendelse af høreapparat kun kan gennemføres ved hjælp af særlige undervisningsmidler og -metoder.
Children are considered to have a hearing defect if the hearing is so greatly reduced that, even with the use of a hearing aid, education can be carried out only by means of special aids and methods.
Børn betegnes som blinde, når de er uden syn, eller deres syn er så stærkt reduceret, at det ikke kan udnyttes i undervisningen (punktlæsere).
Children are considered as blind if they are without sight or their sight is so greatly reduced that it cannot be employed in education (braille readers).
Børn betegnes som svagtseende, dersom synet er så stærkt svækket, at un­dervisning selv efter korrektion med briller kun kan gennemføres ved hjælp af særlige undervisningsmidler og -metoder (sortskriftlæsere).
Children are considered to have weak sight if the sight is so weakened that education, even after correction with spectacles, can be carried out only by means of special aids and methods (black script readers).
Der er tale om motorisk handicappede elever, dersom børnene hæmmes af proteser, lammelser, epilepsi, dysproxia, muskelsvækkelser, deformiteter, eller på anden måde er bevægelseshæmmede i en sådan grad, at de ikke uden særlige foranstaltninger kan undervises sammen med andre.
Motor handicapped pupils are those who are impeded by artificial limbs, paralysis, epilepsy, dysproxia, muscular atrophy, deformities or other wise impeded in their movement to such an extent that they cannot be taught with others without special arrangements.
Der tales om specifikke indlæringsvanskeligheder, dersom børn på grund af læse-stave retardering (ordblindhed, dyslexi, dyskalkuli, dysgrafi, (learning disability), eller miljøbetingede vanskeligheder ikke får til­strækkeligt udbytte af den almindelige undervisning.
Specific learning difficulties arise if children, because of reading/ spelling retardation (word blindness, dyslexia, dyscalculia, dysgraphia, learning disabilities or environmentally conditioned difficulties) do not derive sufficient benefit from ordinary education.
Ved syge forstås børn, der på grund af lægelig behandling eller rekonvalecens er forhindret i at følge den almindelige undervisning.
Sick children are those who, because of medical treatment or convalescence, are prevented from following ordinary education.
Antal elever lait drenge piger drenge piger drenge piger
Number of pupils boys girls boys girls boys girls
Særlig svagtbegavede statsskoler kommunale skoler .. . private skoler
State schools municipal schools private schools
Svagtbegavede statsskoler kommunale skoler . . . private skoler
Backward State schools municipal schools private schools
Adfærdsvanskelige statsskoler kommunale skoler ... private skoler
Behavioural difficulties State schools municipal schools private schools
Hørehæmmede statsskoler kommunale skoler ... private skoler
Hearing handicaps State schools municipal schools private schools
Det samlede børnetal fordelt efter alder med angivelse af antallet af handi­cappede på tilsvarende alderstrin, der modtager specialpædagogisk bistand (træning eller undervisning under medvirken af speciallærer), f.eks.
Total number of children distributed by age, giving number of handicapped at a corresponding age who are receiving specialteaching assistance (training or education with participation of a special teacher), for example:
Syge
Sick
Hørehæmmede
Back ward
Samlet børnetal
Weak sight
Adfærds - Talevanskehæm lige mede
Speech defects defects
Svagt begavede
Severely backward
Motorisk hæmmede mede
Behavioural difficulties
Specifikke indlæringsv.
Total number of children
Særlig svagtbegavede
Spe cific learning difficulties
Dersom de faktiske foranstaltninger ikke dækker behovet, ønskes oplyst:
14 to 1 & years If actual arrangements do not cover requirements, information is required as to:
Skønnet behov i %
Estimated requirement in %
Særlig svagtbegavede i % af det samlede børnetal i alderen 0-16 år, der modtager specialpædagogisk bistand
Percentage of severely backward among total number of children in age group 0 to 16 years who receive specialteaching assistance
Svagtbegavede
Backward
Adfærdsvanskelige
Behavioural difficulties
Talehæmmede
Speech defects
Hørehæmmede
Hearing handicaps
Motorisk hæmmede
Motor handicapped
Specifikke indlæringsvanskeligheder
Specific learning difficulties
Specialundervisningens lovmæssige grundlag
Legal basis of special education
Bestemmelser i specielle love i undervisningsministeriets forretningsområde (angivelse af bestemmelsens karakter, lovens eller bekendtgørelsens titel og årstal):
Regulations in special laws in the field of the Department of Education (give nature of regulation and title and date of law or order).
Historisk tilbageblik a) Første private institutioner for undervisning af handicappede: b) Første statslige forordninger eller institutioner om undervisning af handicappede : c) Vigtige reformer undervejs: d) Skolemyndighedernes ubetingede pligt til at oprette specialundervisning svarende til det faktiske behov (angivelse af lovens eller bekendtgørel­sens titel og årstal):
(d) school authorities' unconditional obligation to provide special education corresponding to actual needs (give title and date of law or order):
Optagelse af børn til specialundervisning
Assimilation of children into special education
Hvilken rolle spiller forældrene (eleverne), kan de modsætte sig optagel­se - formelt og efter praksis:
What is the role of parents (pupils); can they object to assimilation -formally or in practice?
Hvilken rolle spiller henholdsvis den afgivende og den modtagende lærer:
What are the roles of the handing-over and receiving teacher respectively?
Hvem andre deltager i beslutningsprocessen og hvilken rolle spiller den pågældende: a) Skolepsykolog b) Psykologer med andre specialer c) Konsulenter for specialundervisning d) Lederen af den skole, hvorfra barnet henvises e) Lederen af den specialundervisning, hvortil barnet henvises f) Skolelæge g) Andre læger h) Hvilke andre
(a) school psychologist (b) psychologists with other specialists (c) special-education consultants (d) head of school from which child is referred (e) head of special education in school to which child is referred (f) school doctor (g) other doctors (h) who else?
I hvilket ministerielt forretningsområde varetages undervisning og pæda­gogisk-psykologisk rådgivning for handicappede børn (angiv undervisnings­området) :
In which ministerial sphere of activity is the education and psycho-educational guidance of handicapped children handled (give educational area)?
- Undervisningsministeriet - Sundhedsministeriet - Socialministeriet - Andre
- Department of Education - Department of Health - Department of Social Affairs - Others?
Finder formaliseret samarbejde sted mellem pågældende ministerier?
Is there formalized cooperation between the ministries concerned?
Er der noget koordinerende eller rådgivende organ på nationalt plan inden for dette område?
Is there a coordinating or consultant body at national level in this field?
Er der noget ansvarligt organ på nationalt plan for forskning og udvikling inden for dette område?
Is there a body responsible at a national level for research and develop ment in this field?
Er der tildelt specielle nationale midler til forskning inden for specialundervisningen?
Have separate national funds been allocated for research into special education? cation?
I givet fald, på hvilken måde og hvorledes fungerer det?
If so, in what manner, and how does it operate?
Hvem har ansvaret for den daglige administration af undervisning og pædago­gisk-psykologisk rådgivning for handicappede (stat, amt, kommune eller pri­vate), hvordan fordeles udgifterne til investering, lønninger og andre drifts­udgifter?
Who is responsible for day-to-day administration of education and psycho-educational guidance for the handicapped (State, county, municipality or private); how are costs of investment, salaries and other operating costs dis tributed?
Hvad er den omtrentlige bruttoudgift pr. elev?
What is approximate gross expenditure per pupil?
Møntsort
Currency :
Specialklasse for svagtbegavede
Ordinary 4th - 7th school year class
Specialskole for motorisk handicappede 12.
Special school for motor handicapped 12.
Andre specialskoler
Other special schools
Ugent. ar­bejdstid
Staff training courses:
Hvor ud­dannes de
Where trained
Hvilken slags special lærere uddannes (i overensstemmelse med handicapgrupper) a) b) c) d) e) 2.
What kind of special teacher is trained (according to handicap groups)
Til sammenligning: a) Lærer i almindelig grundskoleklasse b) Lærer i 8.-12. klasse­trin ro
Admission conditions (previous training)