natgillin/translations-raw huggingface dataset:
Men det er bemærkelsesværdigt, at man forventer, at behovet for special­skolepladser øges i takt med den almindelige skoles stigende præstationsni­veau.
It is, however, noteworthy that the need for special school places is expected to increase in step with the increasing performance level of the ordinary school.
Man føjer dog til, at det må tilstræbes at formindske antallet af ele­ver i specialskolerne gennem pædagogisk indsats i førskolealderen, foranstalt­ninger ved indskoling og differentiering i grundskolen.
It is added, however, that an effort must be made to reduce the number of pupils in special schools by teaching arrange ments at nursery school age, action in connection with the introduction to schooling and differentiation in primary schools.
Man forudsætter i øvrigt, at betegnelsen specialskole i den almindelige brevveksling kun anvendes, hvor det er nødvendigt.
It is taken for granted that the term 'special school' is employed in general correspondence only where necessary.
Multihandicappede elever henvises til den specialskole, hvor de bedst kan udvikles. For mindre grupper etableres landsdækkende eller tværregionale sko­ler, for eksempel for døvblinde.
Multi-handicapped pupils are referred to the special school in which they can develop to the best advantage.
Der nævnes følgende vejledende tal for klassekvotienter:
The following figures for class quotas are given as a guide:
10 elever elever
10 pupils 8 pupils 8 pupils
Skole for bevægelseshæmmede afhængig af sværhedsgrad
School for the motor-handicapped, depending on degree of handicap
6-10 elever
6 to 10 pupils
16 10 12 12 elever elever elever elever
16 pupils 10 pupils 12 pupils 12 pupils
12 elever
12 pupils
For sygehusundervisning kan der ikke opgives bestemte tal, da der er tale on, enkeltmands- og gruppeundervisning.
No definite figures can be given for hospital education as this is a matter of individual and group education.
Skolepligten varer i reglen 9 år.
Compulsory education generally lasts for nine years.
Sædvanligvis efterfølges den af 3-årig uddannelse på erhvervsfaglig skole.
Normally, this is fol lowed by a three—year course at a vocational training school.
I nogle forbundsstater kan skoletiden forlænges med et år for bestemte handicapgrupper.
In some Länder, compulsory education is to be extended by one year for special groups of the handicapped.
Den specialpædagogiske rådgivning gives i samarbejde mellem skoleforvaltning, sundheds- og socialforsorg samt arbejdsvejledning og eventuelt skolepsykolog.
Specialeducational consultation is provided by cooperation between the school authority, the health and social welfare services and employment of fices, with perhaps a school psychologist.
Optagelse finder som regel sted på grundlag af undersøgelse hos specialpæda­gog i pågældende specialskole og hos skole- eller speciallæge, eventuelt em­bedslæge. Når særlige grunde taler derfor, kan skolepsykologen anmodes om at medvirke.
Acceptance is normally on the basis of an examination by an educational spe cialist at the special school concerned and by a school medical officer or specialist, perhaps the medical officer of health.
Den pædagogisk-psykologiske vurdering er afgørende.
The educationalpsychological assessment is crucial.
Embedslægen har en mere rådgivende - supplerende funktion.
The medical officer of health has more of a consultant/supplementary function.
Skoleforvaltningen træffer beslutningen om optagelse.
The school authority takes the decision on acceptance.
Anmodning om optagelse i en specialskole eller om tilbageføring til almin­delig skole kan fremsættes af forældrene eller skolen.
Application for admittance into a special school or return to an ordinary school may be made by the parents or the school.
Anmodningen bør frem­sættes så tidligt som muligt, og den skal ledsages af flest mulig relevante oplysninger.
The application should be submitted as early as possible, and it should be accompanied by as much in formation as possible.
Forældrene skal, før indstillingen finder sted, have lejlighed til at tage stilling til forslaget.
Before a recommendation, the parents must be given an opportunity to express an opinion on the proposal.
Skolepligtige børn, der findes skoleumodne, kan optages i specialskolens børnehave eller for enkelte handicap-gruppers vedkommende i forskoleklasse.
Children of compulsory school age who are found to be insufficiently mature for school may be admitted to the special school's kindergarten, or into the pre-school class in the case of a few groups of handicapped children.
Ikke-skolepligtige handicappede børn, som har behov for særlig forberedelse for at kunne opfylde deres skolepligt, bliver hjulpet ved skoleforberende foranstaltninger.
Handicapped children not of compulsory school age who are in need of special preparation to be able to accept compulsory schooling are helped by preparatory arrangements.
Handicappede har så vidt muligt adgang til erhvervsfaglige skoler og den faglige og gymnasiale højere skole(Oberschule).
As far as possible, handicapped children have access to vocational training schools and to the vocational and higher secondary schools (Oberschule).
Men de bør desuden have mu­lighed for en trindelt erhvervsuddannelse, hvor hvert trin er kompetancegiven­de på forskelligt niveau.
But they should also have an opportunity for phased vocational training, in which
Tilbud om støtte gælder såvel i almindelige klasser som i specielle klasser på den almindelige fagskole.
each phase gives a qualification at various levels. Offers of support apply to both ordinary and special classes in normal vocational training.
For de sværest handicap­pede derunder åndssvage etableres i nogle forbundslande specialuddannelser og særlige værksteder.
For the severely handicapped, including the mentally retarded, some Länder are establishing special training courses and special workshops.
Tilsynet med specialundervisning føres af skolemyndighederne, der kan have konsulenter og kommissioner til støtte herfor.
Supervision of special education is carried out by the school authorities, which may have consultants and committees to assist them.
Man overvejer, om specialskoleelever kan integreres i de almindelige skoler og i så fald, hvor langt integration kan gennemføres.
It is being considered whether special school pupils can be integrated into ordinary schools, and if so to what extent integration can be effected.
Drøftelserne koncentre­res især om mulighederne for differentiering og fleksibilitet.
Dis cussion is concentrated particularly on the potential for differentiation and flexibility.
Integration er indtil videre et spørgsmål om det talmæssige forhold mellem handicappede og ikke-handicappede og om handicappets art og grad.
For the time being, integration is a question of the numerical relationship between the handicapped and the non-handicapped, and the nature and degree of the handicap.
Men i sin henstilling om uddannelse af handicappede og handicaptruede børn, har det tyske uddannelsesråds uddannelseskommission, der er sammensat af videnskabsmænd og repræsentanter for uddannelsesforvaltningen i 1973 frem­lagt et omfattende udkast til uddannelse af handicappede og deres integre­ring i alle dele af uddannelssystemet lige til den erhvervsmæssige integre­ring.
In 1973 the Educational Committee of the German Education Council, composed of academics and representatives of the education authorities, in its 'Recommendation on the education of handicapped children and those threatened with handicap' put forward a comprehensive plan for the education and integration of handicapped persons in all areas of education up to and including vocational training.
Efterfølgende eksempel fra Nordrhein-Westfalen kan i det væsentlige dække opbygningen af specialskolevæsenet i Tyskland.
The following example from North-Rhine-Westphalia substantially covers the structure of the special school system in the Federal Republic of Germany.
Oversigten over love og for­ordninger af betydning for specialundervisningen gør på ingen måde krav på at være repræsentativ.
The survey of important laws and ordinances is in no way representative.
Berlin : Bestemmelser om undervisning i specialskoler i Berlin 24. januar 1924. 1945 Genopbygning af specialskolevæsenet.
Berlin: Regulations on education in special schools in Berlin, 24 January 1924.
Selvstændig skole for ånds­svage .
Independent schools for the mentally handicapped.
4. juli 1973 Tjenesteblad fra Berlins skole: Forskrifter om indret­ning af specialskoler.
4 July 1973 Official Leaflet for Berlin's schools: Directive on the arrangements for special schools.
Hamburg : Skolelov ændret 17. oktober 1977.
Hamburg: School Law amended 17 October 1977.
1977 Forordning om optagelse og henvisning til specialskole og specialundervisning.
1977 Ordinance on acceptance into and reference to special schools and special education.
Nordrhein-Westfalen : 29. april 1975 lov om skolepligt og om skoleforvaltning.
North-Rhine-Westphalia : 29 April 1975 Law on compulsory schooling and school administration.
Rundskrivelser 1965, 1967 og 1969 om fremgangsmåde ved optagelse i specialskolen og overgang til almindelige skoler.
Circulars of 1965, 1967 and 1969 on procedure for acceptance into special schools and transition to ordinary schools.
Saarland : 27. marts 1974 Skolelov.
Saarland: 27 March 1974: School Law.
2. august 1974 lov om skolepligt samt gennemførelsesforordning og forvaltningsforskrift af 1, marts 1974.
2 August 1974, Law on compulsory school age, with implementing ordinance and administrative regulation of 1 March 1974.
Forbundsrepublikkens love om socialhjælp for svært handicappede.
The Federal Republic's laws on social assistance for the severely handicapped.
De første private institutioner for handicappede blev oprettet i Paris, hvor der i Ϊ76Θ blev åbnet en skole for døve og i 1764 en skole for blinde.
The first private institutions for the handicapped were established in Paris, where a school for the deaf was opened in 1760 and a school for the blind in 1764.
Lovene og bestemmelserne om skolepligt og en lovbestemmelse om offentlig gratis undervisning (1881-1886) medførte, at staten oprettede offentlige sko­ler i de hospitaler, som optog børn og i børnehjem.
The laws and regulations on compulsory school age and a statutory regulation on public free education (1881-1886) led the State to establish public schools in hospitals that received children and in children's homes.
I 1909 giver en lovbestemmelse mulighed for at oprette specialklasser for svagtbegavede ved almindelige skoler, specialskoler for hvert departement eller som kommunale skoler og medicinsk-pædagogiske kommissioner til at visi­tere de svagtbegavede elever til disse klasser eller skoler.
In 1909, a statutory regulation have powers to establish special classes for backward pupils in ordinary schools, special schools for each department or municipal schools and medico-educational committees to examine backward pupils for these classes or schools.
I 1922 oprettedes "friluftsskoler" for svagelige børn.
In 1922, 'open-air schools' were established for delicate children.
I 1945 blev det muligt via loven om social tryghed med midler fra sygesik­ringen at oprette og drive specialiserede institutioner, som man kaldte me­dicinsk-pædagogiske .
In 1945, it became possible under the Law on Social Security to establish and run with health insurance funds specialized institutions referred to as med ico-educational .
I 1951 bemyndiger en lov undervisningsministeren til at oprette skoler for handicappede.
In 1951, a law authorized the Minister of Education to establish schools for the handicapped.
I 1965 tager man fat på en systematisk opbygning af specialundervisningen og fortsat erhvervsuddannelse af handicappede i institutioner, som følger efter den skolemæssige uddannelse.
In 1965, a systematic structure of special education and continued vocational training for the handicapped was started in institutions, following school education.
I 1970 knyttes skolepsykologer til teamet med den særlige opgave at varetage dels forebyggende arbejde, dels revalideringsarbejde.
In 1970, school psychologists were attached to the team, with the special task of conducting preventive and rehabilitation work.
En lov om specialundervisning for handicappede blev vedtaget 30. juni 1975 og en lov om en reform af undervisningen 11. juli 1975.
A Law on Special Education for the Handicapped was adopted on 30 June 1975 and a Law Reforming Education on 11 July 1975.
Visitation og pædagogisk vejledning henhører dels under undervisningsministe­riet, dels under sundhedsministeriet.
Examination and educational guidance falls in part to the Ministry of Educa tion and in part to the Ministry of Health.
Det bærende princip i dette samarbejde er at betragte barnets totalsituation og at basere alle beslutninger vedrøren­de undervisning og behandling på et arbejde udført af en tværfagligt sammen­sat gruppe.
The guiding principle in this co operation may be seen as the child's overall situation and the founding of all decisions in education and treatment upon work carried out by an inter disciplinary group.
Det er ikke blot i teorien, men i lige så høj grad i praksis, at lægestanden benytter en vetoret (hvis grænse er vanskelig at definere) i exceptionelle tilfælde.
Not only in theory but equally in practice, the medical profession uses its right to veto (the limit of which is difficult to define) in exceptional cases.
De to ministerier har ligelig repræsentation i de departementale kommissioner for specialundervisning.
The two Ministries are equally represented in the Departement Committees for Special Education.
Disse kommissioner spiller en vigtig rolle gennem konsultativ virksomhed.
These Committees play an important part through their con sultative activities.
Specialundervisning til unge kriminelle henhører under justitsministeriet.
Special education for young criminals falls under the Ministry of Justice.
Koordineringen af disse foranstaltninger sikres gennem møder på nationalt niveau, som afholdes af den interministerielle kommission, som repræsenterer den administration, som beskæftiger sig med handicappedes problemer og den nationale rådgivende kommission, som igen repræsenterer foreningerne.
Coordination of these measures is obtained by meetings at national level held by the inter-ministerial committee representing the administration engaged in the problems of the handicapped and the national advisory committee, which for its part represents the association.
- Det nationale Center for Teknologi, som arbejder med undersøgelser om handi­cap og problemer med hensyn til integration.
(a) The National Centre for Technology, which is engaged in investigations into handicaps and problems of integration;
- Instituttet for Forskning vedrørende Specialundervisning og skolemæssig Intetegration, som koncentrerer sit arbejde om specialundervisning og dens pæda­gogiske og psykologiske aspekter.
(b) A service for Research into Special Education and School Integration, which concentrates on special education and its educational and psycho logical aspects.
Instituttet for Forskning vedrørende Spe­cialundervisning og skolemæssig Integration er en offentlig institution un­der undervisningsministeriet og er integreret i INRP (1).
The service for research is a public organization de pendant on the Ministry of Education and integrated into the INRP.
Centret for teknologi er privat og henhører under sundhedsministeriet med et årligt budget på ca. 3,5 mio francs.
The Centre for Technology is private and falls under the Ministry of Health. It has an annual budget of about FF 3.5 million.
Centret for Forskning er offentligt og hører under undervisningsministeriet med et budget på ca. 1,5 mio francs.
The Centre for Research is public and falls under the Ministry of Education. It has a budget of about FF 1.5 million.
Det, man aktuelt især beskæftiger sig med, kan rubriceres under de tre klas­siske emner: normalisering, integrering, smidighed i systemet.
The main areas of work may be listed under three classic headings: normalization, integration, flexibility within the system.
Til fremme af integrationen har man iværksat en række foranstaltninger: - Information for offentligheden, for forældre og lærere;
To encourage integration, a number of arrangements have been initiated: (a) information to the public, parents and teachers;
- bygningsmæssige ændringer, der giver bevægelseshæmmede mulighed for ube­sværet at komme ind i offentlige bygninger;
(b) structural alterations to enable the motorhandicapped to enter public buildings without difficulty;
- indførelse af specialpædagogisk støtte i de almindelige skoler: psykologisk­pædagogisk gruppe til støtte for elever med indlæringsvanskeligheder, spe­ciallærere, der som vandrelærere hjælper elever med sensoriske handicap; de medicinsk-psykologisk-pædagogiske centre til støtte for svært handicappede;
(c) introduction of specialeducational support in ordinary schools: psycho logical-educational group to assist pupils with learning difficulties; special teachers who as mobile teachers help pupils with sensory handicaps; medico-psychological-educational centres to assist the severely handicapped;
- oprettelse af klinik-undervisning;
(d) establishment of clinic education;
- oprettelse af medicinsk-sociale centre for forebyggende arbejde med hen­blik på at støtte børn i tidlig alder (helt fra fødslen) og deres familier.
(e) establishment of medico-social centres for preventive work with a view to assisting children from an early age (from birth) and their families.
For at fremme den ønskede smidighed i hele systemet indførte loven af 30. ju­ni 1975 en række fornyelser:
To encourage the desired flexibility within the system as a whole, the law of 30 June 1975 introduced a number of innovations:
- De visiterende myndigheder (kommissionerne for specialundervisning) skal følge udviklingen for de børn, der er placeret efter kommissionens råd, og skal med familien drøfte de beslutninger, som det enkelte barns udvikling måtte gøre ønskelig;
(i) the examining authorities (Committees for Special Education) must fol low the development of the children placed at the Committees' advice, and must discuss with the family any decisions that may be desirable for the development of the individual child.
- ensartethed i den økonomiske støtte (transport, teknologiske hjælpemidler, behandling) og i tilskudssystemet, således at den handicappede elev, der er integreret i en normalklasse, modtager en støtte svarende til den, der gi­ves til elever i specialskoler;
(ii) uniformity in financial support (transport, technological aids, treatment) and in the grant scheme so that handicapped pupils integrated in to a normal class receive support corresponding to that provided for pupils in special schools.
- fastlæggelse af hvert ministeriums ansvarsområde.
(iii) establishment of each Ministry's area of responsibility.
Undervisningsministeriet skal være ansvarlig for specialundervisning for alle handicappede uanset hvilken skoleform det drejer sig om.
1 2 organizations for pedagogical research, dependant on the Ministry of Education, were created in 1970 instead of the old INP. - National Institute for Pedagogical Research (INRP) - French office for Modern Technical Education (OFRATEME)
Virkningen af disse foranstaltninger vil slå igennem efterhånden, og man hå­ber, ud fra hvad man allerede har erfaret inden for området, at væsentlige ændringer vil mærkes ikke blot på selve specialundervisningen, men på hele undervisningssystemet.
The effect of these measures will penetrate gradually, and it is hoped, on the basis of experience already gained in this field, that the essential changes will be felt not only by the special education system itself but by the entire education system.
Foreninger for bevægelseshæmmede
Associations for the motor handicapped
Foreninger for synshandicappede
Associations for the visually handicapped
Foreninger for hørehandicappede
Associations for those with_hearing defects
Foreninger for andre fysiske handicap
Associations £θ£_2^!ΐ2 physical handicaps
Forening for hæmofile
Association for haemophilics
Foreninger for diabetikere
Assocations for diabetics
Forening for epileptikere
Association for epileptics
Foreninger for psykisk hæmmede
Associations for the physically handicapped
Foreninger for socialt-emotionelt handicappede
Associations for the socio-emotionally handicapped
Foreninger for socialt handicappede
Associations for the socially handicapped
De første skoler for handicappede blev oprettet i Irland i midten af det 19. århundrede.
The first schools for the handicapped were established in Ireland in the middle of the 19th century.
Det var skoler for blinde og døve børn.
These were schools for blind and deaf children.
Initiativet kom fra kirkelige kredse og skolerne havde et religiøst såvel som et humant sigte.
The initiative came from church circles, and the schools had religious as well as humane objectives.
Etablering og drift betaltes af kirkerne.
The churches paid for their establishment and op eration.
I 1918 blev den første af disse skoler overført til statsskolernes system.
In 1918 the first of these schools was transferred to the State school system.
Reformer vedrørende undervisning og omsorg for de åndssvage tog fart i 1950' erne og for de emotionelt og socialt handicappede i 1960'erne.
Reforms in education and care of the mentally sick accelerated in the 1950s, and for the emotionally and socially handicapped in the 1960s.
Under irsk forfatning fastslås, at den første og naturlige opdrager af barnet er familien, og staten giver garanti for, at man vil respektere forældrenes umistelige ret og pligt til, i overensstemmelse med deres formåen, at sørge for den religiøse, moralske, intellektuelle, fysiske og sociale opdragelse af deres børn.
The Irish Constitution lays down that the first and natural educator of the child is the family, and the State guarantees respect for the parents' inalienable right and obligation to provide for the religious, moral, intellectual, physical and social education of their children in accordance with their ability.
Staten påtager sig at sørge for gratis grundskoleundervisning og at støtte privat initiativ og derudover, i overensstemmelse med samfundets vel, at sør­ge for andre undervisningsmuligheder eller institutioner, i alle tilfælde un­der størst mulig hensyntagen til forældrenes rettigheder.
The State undertakes to provide free primary school education, to support private initiative and, with a view to the welfare of society, to provide other opportunities for education and other institutions, in all cases giving maximum consideration to the rights of the parents.
Disse foranstaltninger fra statens side stilles også til rådighed for handi­cappede børn.
These State arrangements are also made available to handicapped children.
På grundskoleniveau er de fleste skoler religiøst præget med de lokale kirkelige myndigheder indsat som ("patron") ledere.
At primary level, most of the schools are denominational in character with the local Church Authorities as 'patrons'.
Ved mange special­skoler fungerer en frivillig forening med interesse for det særlige handicap, skolen er indrettet til, som "patron".
In the case of special schools, a voluntary body concerned with the particular handicap may act as 'patron'.
Den daglige ledelse af skolen har en lokal skolestyrelse, i hvilken der er repræsentanter for kirke, frivillig forening, forældre og lærere.
Day-to-day management of the school is in the hands of a local school board, with representatives of the Churches or voluntary body, parents and teachers.
Kun den kirkelige myndighed eller den frivilli­ge forening ("patron") og skolestyrelsen er ansvarligt led mellem undervis­ningsministeriet og den enkelte skole.
The Church Authority or voluntary body ('patron') and the school board form the only responsible link between the Ministry of Education and the individual school.
Skolerne kaldes nationale skoler.
The schools are referred to as national schools.
Alle skoler har metode- og trosfrihed og modtager samme tilskud fra staten, uanset trosretning.
All schools have freedom of method and receive equal support from the State irrespective of the denomination.
Staten betaler således fuldt ud lærerlønninger.
The State, therefore, pays teachers' salaries in full.