natgillin/translations-raw huggingface dataset:
Følgen er, at mange specialskoler, der har virket længe, nu må tage sig af andre handicaps eller andre grader og kombinationer af handicaps end tidligere, hvilket både kan indebære nye problemer, men også lejlighedsvis medføre nye fordele.
The result is that many long-established special schools are having to deal with different handicaps, or different intensities and combinations of handicap, then heretofore which can both pose new problems and, on occasion, create new opportunities.
Til sidst skal nævnes, at en række nye initiativer i forbindelse med be­stemte former for handicaps er i gang eller under forberedelse.
Finally, a range of new initiatives related to specific kinds of handicap are taking place or are in preparation.
Man håber, at disse vil føre til bedre resultater i praksis og bedre undervisningstilbud.
It is hoped that these will lead to improved practice and provision.
ARBEJDSDOKUMENT FRA I. SKOV JØRGENSEN
WORKING PAPER DELIVERED BY MR SKOV JØRGENSEN - 5 DECEMBER 1978
Oprindelig henvistes eleverne til specialundervisning efter en lægelig diag­nose, men grundlaget for henvisning til specialundervisning og specialpæda­gogisk bistand er nu en pædagogisk-psykologisk vurdering af årsagerne til ele­vens skolemæssige vanskeligheder.
Originally pupils were referred to special education primarily on the basis of a medical diagnosis, but the basis of referral to special education and special educational measures is now made up of the educational and psychological assessment of the causes of the difficulties at school experienced by a pupil.
Det er ikke sådan, at fysiske, psykiske eller sociale handicap uden videre fø­rer til vanskeligheder i skolen eller til, at specialundervisning skal iværk­sættes.
As a matter of fact, physical, mental, or social disabilities will not automatically lead to difficulties at school or to referral to special educa tion.
Specialundervisning karakteriseres ved øgede ressourcer, forstærket tværfag­ligt samarbejde, videregående læreruddannelse og en gennemført individualise­ring.
Special education is characterized by an increase of resources, improved in ter-disciplinary cooperation, advanced teacher training, and thorough individualization. vidualization.
Både teoretisk og praktisk er der stor forskel på, om man ved henvisning til specialundervisning lægger vægt på en beskrivelse af bestemte handicap eller på elevens muligheder for at modtage undervisning.
When a pupil is referred to special education, importance may be attached to a description of specific disabilities or to his or her possibilities of being taught, and result differs greatly, both in theory and in practice.
Forhold for barnet, der forringer dets muligheder i skolen, bør som regel ikke give anledning til specialundervisning, men søges afhjulpet ad anden vej, f.eks. ved ændring af klassens almindelige undervisning eller ved gennemførel­se af tekniske og sociale foranstaltninger.
Environmental factors affecting the child negatively at school should normal ly not cause the child to be referred to special education; instead attempts should be made to remedy the causes in other ways, e.g. by changing the nor mal teaching procedures in the class or by implementing technical and social measures.
Der er næppe uenighed om, at undervisningen af selv svært handicappede elever skal søges udbygget på en sådan måde, at børnene kan undervises i et alminde­ligt skolemiljø eller i så nær tilknytning hertil som muligt, såfremt foræl­drene ønsker det og kan påtage sig omsorgen i hjemmet.
Nobody will disagree that attemps should be made to expand the education of even severely handicapped pupils in such a way that the children are taught in a normal school environment or as closely connected with it as possible if the parents want it to be so and are able to assume the responsibility of the care in the home.
Muligheden herfor afhænger - foruden af de økonomiske og personalemæssige res­sourcer - af det tolerenceniveau over for "børn, der er anderledes", som er gældende i samfund og skole.
The possibility of doing so is not only dependant on financial resources and staffing rations, but also on the level of tolerance dis played at school and in the community towards children who are 'different'.
Der er en åbenbar vekselvirkning mellem bestræ­belserne for integrering og den gensidige accept mellem handicappede og ikkehandicappede.
There is an apparent interaction between the endeavours of integration and mutual acceptance between handicapped children and non-handicapped children.
Den handicappede kan meget vel befinde sig i et almindeligt skolemiljø uden at være integreret i det.
The handicapped child may very well be in a normal school environment without being integrated into it, and so may the child suffering from a slight handicap too.
Det er derfor afgørende, at skolegangen drøftes og planlægges med eleven selv og hans forældre, og at skolens pædagogisk-psykologiske råd­givning inddrages i overvejelserne om elevens skolegang, så snart der er tegn på alvorlige problemer med hensyn til integrering i elevens aktuelle miljø.
In the course of the last few years many people have stressed the danger of dividing the pupils into group such as educationally subnormal, backward readers, and maladjusted pupils. Such as division will indeed not offer any
I praksis er der dog tale om, at opdelingen repræsenterer for­skellige undervisningsmiljøer, der hver for sig imødekommer elevbehov.
Practice has however shown that such a division represents different educational environments which comply with the pupil's requirements when con sidered independently.
Den særlige støtte, det kan være nødvendigt at yde en handicappet elev, kan være af vidt forskellig art, strækkende sig fra anskaffelse af særligt appa­ratur til svagtseende og svagthørende i den almindelige undervisning over særlig medhjælp til den fysisk handicappede i forbindelse med toiletbesøg el­ler fysioterapeutisk behandling samt befordringsordninger for bevægelseshæm­mede over til pædagogiske undervisningstilbud i form af specialundervisning.
The special support which may be necessary to give a handicapped pupil may differ in nature, from the purchase of special equipment for the partially sighted and partially hearing in the ordinary teaching, special assistants to the physically handicapped as far as toilet training is concerned or physiotherapeutic treatment and transportation schemes for pupils suffering from impairment of the organs of movement, to educational offers of teaching in the form of special teaching.
Det vil derfor være hensigtmæssigt at skelne mellem "specialpædagogiske for­anstaltninger" og "specialundervisning".
It should therefore be appropriate to distinguish between 'special educational measures' and 'special education'.
Specialpædagogiske foranstaltninger bliver derved et mere omfattende begreb end specialundervisning.
Special educational measures will consequently be a more extensive concept than special education.
Den stigende integrering af handicappede elever i folkeskolens undervisning gør det nødvendigt at kunne iværksætte specialpæda­gogiske foranstaltninger i videste betydning.
The increasing integration of handicapped pupils into the teaching of the primary and lower secondary education makes it even more necessary to being able to implement such measures.
Det er ikke så lige en sag at uddrage fælles tendenser for EF-landenes spe­cialundervisning.
To deduce common trends for special teaching in the European Communities is no easy matter.
Den netop fremlagte rapport vidner først og fremmest om forskelle i tradition og praksis.
Above all, the report just published bears witness to differences in tradition and practice.
Der kunne antageligt findes større overensstemmelser på det specialpædagogi­ske område mellem de nordiske lande eller mellem landene i Det forenede Konge­rige, Nordamerika og Australien end inden for De europæiske Fællesskaber.
In the special pedagogical area, it would probably be possible to find great er similarities between the Nordic countries or between the United Kingdom, Australia, and North America, than within the European communities.
Retten til undervisning er anerkendt, men de praktiske muligheder og konkre­te tilbud varierer.
The right to an education is recognized, but there are differences between the practical possibilities and the concrete offers.
Spredte træk fra den specialpædagogiske udvikling i hvert land for sig er samlet i rapportens afsnit 3.
Some features from the special pedagogical development in each separate country have been collected in section 3 of this report.
Fra det 18. århundrede og langt ind i det 20. følger specialundervisningen samme mønster overalt. De offentlige skoler tilbyder ikke speciel undervis­ning for handicappede. Den er overladt privat initiativ og finansiering.
From the 18th century and far into the 20th century, special teaching follows the same pattern everywhere: The public schools did not offer special teaching to the handicapped.
Som regel knyttes specialundervisningen til døgninstitutioner, hvis primære op­gave er omsorg, undertiden også behandling.
As a rule, special teaching was put in the hands of boarding institutions, whose primary task was care, and sometimes also treatment.
Som grundlag for optagelse anvenn des stort set medicinske indikationer, undertiden også sociale.
On the whole, admission was based on medical, and sometimes also on social indications.
De sværest handicappede får ikke tilbudt undervisning.
Those who were most handicapped were not offered instruction.
FN knæsætter i midten af dette århundrede princippet om alle børns ret til personlighedsudvikling gennem undervisning lagt til rette efter det enkelte barns fysiske og psykiske forudsætninger.
In the middle of this century, the United Nations adopted the principle of the right of all children to develop their personality through instruction adapted to the individual child's physical and psychological situation.
Sporadisk og tøvende følger Verdensorganisationen for Undervisning, Videnskab og Kultur de nye intentioner op.
The World Organization for Education, Science, and Culture followed up these intentions in a sporadic and hesitant manner.
Betydelige ressourcer reserveres til kampen mod diskrimination foranlediget af race, religion og køn, men først ved dette års generalforsamling ser det ud til, at Unesco vil skænke handicappedes dis­kriminering mere end symbolsk opmærksomhed.
Considerable resources were reserved for the fight against discrimination caused by race, religion, and sex, but it is not until this year's general assembly that it looks as though Unesco will pay more than symbolic attention to discrimination against the handicapped.
Verdenssammenslutningen af Lærerorganisationer (WGOTR) har tilsvarende holdt sig afventende, optaget af at skaffe undervisningstilbud til elever uden specielle indlæringsvanskeligheder.
Similarly, the World Federation of Teachers' Organizations (WGOTR) has refused to commit itself, preoccupied as it is with obtaining education offers
Rehabilitation International og andre "forbrugerorganisationer" har trods træghed i undervisnings- og uddannelsessektoren med stigende held søgt poli­tisk tilslutning til foranstaltninger, der sikrer handicappede meningsfuld undervisning i sammenhæng med tilsvarende tilbud til den øvrige befolkning.
In spite of sluggishness in the education and instruction sector, Rehabilitation International and other 'consumer organizations' have been increasingly successful in obtaining political support for measures which secure meaningful instruction for the handicapped, in common with corresponding offers to the rest of the population.
Det forudsætter øgede ressourcer at kompensere for eller begrænse virkningen af indlæringsvanskeligheder.
Compensating for or limiting the effects of learning difficulties demands increased means.
Med andre ord, de tanker der kommer til udtryk i resolutionen af 9. februar 1976 fra EF-landenes undervisningsministre om "education in such a way as to give all children the opportunity to develop their full potential" er nøje forbundet med økonomi.
In other words, the ideas ex pressed in the resolution of 9 February 1976, by the Ministers of Education of the EEC countries about education in such a way as to give all children the opportunity to develop their full potential are closely connected with the question of finance.
Det ligger i sagens natur, at det kræver en større indsats i forhold til han­dicappede, om alle børn skal have tilsvarende muligheder for undervisning. De økonomiske konsekvenser heraf er i princippet accepterede i vore lande.
It goes without saying that as regards the handicapped, a great effort is demanded if all children are to have equal opportunities for receiving instruction.
Når vi derfor i 1979 virkeliggør FN's resolution om barnets år og i 1981 året for handicapreformer, får vi en gunstig lejlighed til at afdække rester af fordomme mod handicappede og bekræfte deres ret til personlighedsudvikling og uddannelse.
Consequently, when in 1970 we carry into effect the UN's resolution about the Year of the Child, and in 1981 the Year of Handicap Reforms, we will have a favourable opportunity to uncover the remaining prejudices against the handicapped and to confirm their right to develop their full potential and to receive instruction.
Rapportens afsnit 1 viser den aktuelle situation vedrørende specialundervis­ning.
Chapter 1 of the report shows the current situation as regards special instruction.
Side 11 omtaler forskelle i landenes administration af specialpædagogisk bi­stand.
Differences in the various countries' administration of special pedagogical assistance are enumerated on page 16.
Selv om ansvaret er fordelt mellem forskellige myndigheder og admini­strative niveauer, synes der i stigende grad at lægges vægt på, at de myndig­heder, der yder undervisningstilbud til den øvrige befolkning også gør det for handicappede, men sådan at kompetence udbygges med ekspertice.
Even though responsibility is divided among various authorities and administrative levels, increasing weight seems to be attached to the point of view that authorities who afford instruction offers to the rest of the population should also do so to the handicapped; however, in such a way that competence is improved by means of expertise.
Side 15-17 beskriver de indlæringsvanskeligheder som rapporten beskæftiger sig med.
The learning difficulties dealt with by the report are described in Chapter 1.
Der er i de senere års specialpædagogiske forskning og praksis stærk tilskyn­delse til at blødgøre grænserne mellem handicapgrupper.
In the special pedagogical research and practice of the last few years, there has been an urge to soften the barriers between the different groups of the handicapped.
Der er fortsat tale om primære og afledte diagnoser, men det er ikke længere meningsfuldt blot at tale om blinde, døve og åndssvage i undervisningssammenhæng.
It is still a question of primary and deduced diagnosis, but it no longer serves any useful purpose merely to speak of the blind, the deaf, and the mentally deficient in connection with instruction.
Mistillid til katagorisering af handicappede skoleelever bør imidlertid ikke føre til, at vi tager let på specialpædagogiske termer og definitioner.
Mistrust of a classification of handicapped pupils should not, however, lead us to underestimate special pedagogical terms and definitions.
For at kunne arbejde med problemerne, meddele sig til andre og samarbejde over faggrænser og landegrænser er det nødvendigt at udtrykke sig så entydigt som muligt.
In order to be able to work with problems, communicate with others, and to cooperate across subject boundaries and frontiers, it is important to express oneself as unequivocally as possible.
Specialundervisning vedrører så talrige kombinationer af handicap og forud­sætninger at vore lande på dette område kunne drage fordel af fælles ressour­cer til forskning og uddannelse. Som et første skridt ville det være nyttigt at tilnærme landenes specialpædagogiske terminologi.
Special instruction concerns so many combinations of handicaps and conditions that in this field our countries could avail them selves of the advantages of common resources for research and education.
I den liste over parallelle udtryksformer, der er angivet på side 18, ligger en opfordring til at samarbejde med problemet.
The list of parallel terms in pages 18 to 21 should be regarded as an invitation to all of us to work with the problem.
Andre - f.eks. Unesco og de nordiske lande - har gjort det.
Others - e.g. UNESCO and the Nor dic countries - have done so.
I samme øjeblik vi bestemmer os for udveks­ling af synspunkter og erfaringer, er problemet aktualiseret.
The problem will become topical the moment we decide to exchange opinions and experiences.
- 142 dem ikke mindre interessante som udgangspunkt for dialog mellem landene og en begyndende harmonisering af grundlaget for gensidig information.
Pages 22 to 37 contain statistical information. They are so varied that di rect comparisons are impossible, but this does not make them less interesting as a point of departure for a dialogue among the different countries and for an incipient harmonization of the basis of mutual information.
Siderne 46-50 beskæftiger sig med rådgivning og visitation i forbindelse med specialundervisning.
Pages 20 and 21, 38 to 45 deal with guidance and visiting in connection with special instruction.
Der er i vore lande lagt vægt på forældreønsker ved valg af undervisningsform.
When deciding on the form of instruction, importance has been attached in our countries to the wishes of the parents.
Men der er i samarbejdet mellem hjem, skole og ekspertteam taget skridt til at sikre barnet den bedst mulige skolegang.
In the cooperation between homes, school, and the expert teams, however, steps have been taken to secure the child the best possible school attendance.
Eks­pertteamet er tværfagligt, men tendensen går mod styrkelse af den pædagogisk­psykologiske ekspertise i forhold der vedrører undervisning og uddannelse.
The expert team is interdisciplinary, but the trend is to strengthen the pedagogic-psychological expertise in matters concerning instruction and education.
Der er store forskelle med hensyn til den rolle privatskoler spiller, og der er ingen tendens til at svække privat initiativ, hvor det findes.
There are great differences between the roles played by the various private schools, and there is no tendency to weaken private initiative wherever this is found.
Men det ligger i sagens natur, at de stigende krav til personale og hjælpemidler gør offentlig finansiering nødvendig -også i den private sektor.
But it goes without saying that the increasing demands on staff and aids make public grants essential -also in the private sector.
Det er vigtigt at erkende, at skolemyndighederne har en ubetinget pligt til at iværksætte fyldestgørende undervisning for han­dicappede, der ikke modtager denne ad anden vej, at denne undervisning skal tilbydes uden udgift for elevernes hjem, og at tilbudet ikke bør begrænses til den undervisningspligtige alder.
It is important to acknowledge that the educational authorities are unconditionally bound to initiate adequate instruction for the handicapped who would not otherwise receive any, that this instruction must be offered at no cost to the pupils' parents, and that the offer should not be limited to school age.
Af hensyn til forældres frie skolevalg bør merudgifterne ved specialundervis­ning principielt afholdes af det offentlige uanset om eleven undervises i privatskole.
To facilitate the parents' independent choice of a school, the additional costs as a result of special instruction should, on principle, be covered by the public authorities, regardless of whether the pupils attend a private school or not.
Denne neutralitet i forhold til skolevalg synes der i mange lan­de at være forståelse for.
In many countries there seems to be some understanding for this attitude to the independent choice of a school.
Side 53-55 beskriver finansieringsformer.
Pages 48 to 49 contain a description of forms of financing.
Den stigende decentralisering og integrering af handicappedes undervisning efterlader uløste problemer.
The increasing decentralisation and integration of the instruction of the handicapped leave behind them a number of unsolved problems.
Det kan være dyrt at placere et svært handicappet barn i et almindeligt skolemil­jø med optimale undervisningsbetingelser, og enten det er enkeltelever eller specialklasserækker, der integreres på almindelig skole, opstår der let tvivl om udgiftsprioritering mellem det generelle og det specielle.
Placing a badly handicapped child under normal school conditions giving optimal instruction can be an expensive affair, and whether it is individual pupils or a number of special classes who are integrated in an ordinary school, doubts may easily arise about financial priorities between the general and the special.
Erfaringer til­råder en politisk "øremærkning" af bevillinger til specialundervisning, og at den specialpædagogiske sagkundskab får væsentlig indflydelse på udløsning af sådanne bevillinger.
Experiences indicate a political necessity to 'earmark' grants for special instruction and that the special pedagogical experts should be given considerable influence in the release of such grants.
Behovet for ekstraordinært høje bevillinger til enkelte elever, synes ikke umiddelbart indlysende for alle administratorer og lærere i den almindelige skole.
The need for unusually high grants to individual pupils does not seem to be very obvious to all administrators and teachers in the ordinary schools.
Side 57 opstiller en oversigt for antallet af elever i specialklasser og klas­sernes elevgennemsnit.
In pages 51 to 52 there is an outline of the number of pupils in special classes and the average number of pupils in the classes.
Elevtallet i specialklasser er i alle tilfælde væsent­ligt lavere end i almindelige klasser.
The number of pupils in the special classes is always considerably lower than in the ordinary classes.
Næppe noget land har løst problemet vedrørende fleksibilitet inden for og mellem klasser med så få elever.
Hardly any country has solved the problem of flexibility within and between classes with such few pupils.
Men balancen mellem individualisering og fællesskab i et socialt udviklingsfrem­mende miljø, hører til blandt fælles faglige problemer.
But the balance between individualization and community in surroundings which promote social development belongs among common relevant problems.
Tendensen er forment­lig samarbejde mellem lærere på tværs af små klasse-enheder eller mellem spe­cialklasse og almindelig klasse.
Presumably, the tendency will be cooperation among teachers from all the small class units or between special classes and ordinary classes.
Side 58-60 sammenholder undervisningspligt for handicappede og ikkehandicappede.
Pages 52 to 54 contain a comparison between compulsory education for the handicapped and the non-handicapped.
En tidligere forlænget undervisningspligt for handicappede afløses i flere lande af ensartede regler suppleret med ret til livslangt undervisnings­tilbud.
In many countries, a former extended compulsory education for the handicapped is replaced by "uniform rules supplemented by a right to an offer of lifelong education.
Side 58-61 vedrører to overalt centrale emner nemlig specialpædagogisk bistand til handicappede i førskolealderen og specialpædagogisk bistand til handicap­pedes overgang fra skolen til arbejdslivet.
Pages 53 to 56 cover two universally central subjects, namely special pedagogical assistance to the handicapped of pre-school age, and special pedagogical assistance on transition of the handicapped from school to work.
Såvel Unesco, OECD og andre inter­nationale organisationer som de enkelte lande har de senere år ofret disse
Both UNESCO, OECD, other international organizations, and the individual countries have of late years given these subjects justified attention.
Der er en tydelig vilje til øget indsats, og denne vilje understøttes-af åbenbare økonomiske og menneskelige fordele.
There is a clear will to make an increased effort, and this is supported by obvious economic and human advantages.