natgillin/translations-raw huggingface dataset:
Siderne 63-69 omhandler et andet aktuelt og grundlæggende emne - personale­uddannelser; primært drejer det sig om uddannelse af speciallærere, men som konsekvens af politiske beslutninger om integration også om grundig oriente­ring om handicappede i enhver basisuddannelse for lærere.
Pages 56 to 64 deal with another topical and fundamental question - staff training. Primarily, it is a question of training special teachers, but as a consequence of political decisions about integration, it is also a question of thorough information on handicapped persons in every basic training of teachers.
Vesteuropa gør kun i begrænset omfang brug af "defektologer".
Western Europe employs 'defectologists' only to a limited extent.
Undtagelse fin­der i et vist omfang sted f.eks. for logopæder.
To a cer tain extent, logopeds form an exception in this respect.
Men hovedtendensen er, at lærere videreuddanner sig til specielle områder, og således at disse special­læreruddannelser dels indeholder en omfattende generel orientering om handecappede og dels følges op af efteruddannelser og studiebesøg.
But the main trend is for teachers to undergo additional training in special areas, so that these special teachers' training courses offer comprehensive general information on handicapped persons and they are also followed up by further training and study tours.
Siderne 69-72 runder 1. afsnit i rapporten af med omtale af integrationsbe­stræbelserne.
Pages 64 to 67 round off the first section of the report with a reference to the efforts for integration.
I specialpædagogisk sammenhæng foretrækker vi at anvende ordet "integrering" fremfor "integration" for dermed at angive, at vi mere beskæftiger os med en proces end en tilstand.
In the context of special pedagogics, we prefer to use the word 'integrating' rather than 'integration' in order to indicate that we deal more with a process than with a static situation.
Integration betyder da, at så mange handicappede børn som muligt undervises i almindelig klasse med fornøden støtte, og at skolen, hvor dette ikke lader sig gøre af hensyn til eleven selv eller klassen, bestræber sig på at skabe undervisningsmæssig eller anden social kontakt mellem den handicappede elev og et almindeligt udsnit af jævnaldrende.
Thus, integration means that as many handicapped children as possible receive instruction in ordinary classes and with the necessary assistance, and that where this is not feasible on account of the pupil himself or the class, the school endeavours to create an educational or other social contact between the handicapped pupil and an ordinary group of pupils of the same age.
Der er al grund til at undgå den følelsesprægede debat om integrering, som mange har indbudt til.
There is every reason to avoid the emotionally influenced debate on integrating which many people have called for.
Ingen ansvarlig myndighed har antydet muligheden for at undervise alle han­dicappede i almindelige klasser.
No responsible authority has made any hint about the possibility of teaching all handicapped persons in ordinary classes.
Tvært imod er bestræbelserne rettet imod ert skala af muligheder, der strækker sig fra støtteforanstaltninger i almindelig klasse, derunder to-lærer-ordninger, over enkeltmandshold- og klinikundervis­ning til specialklasser på almindelige eller specielle skoler, derunder observationsskoler og behandlingsinstitutioner.
On the contrary, endeavours aim at a scale of possibilities ranging from measures to assist the handicapped pupils in ordinary classes, e.g. by co-teaching-arrangements, over instruct ing handicapped persons ranging from one pupil to a group of pupils, or in struction in clinics, to special classes in ordinary or special schools, in cluding observation schools and institutions offering treatment.
Sagen er ikke at begrænse mulighederne for visitation, men at opbygge kvalifi­ceret og kompetent pædagogisk-psykologisk rådgivning, der på samme tid kan sikre den mindst restriktive placering og fyldestgørende undervisning.
It is not so much a question of limiting the possibilities of visiting as of building up qualified and competent pedagogic-psychological guidance with the double purpose of ensuring the least restrictive placing and an adequate in struction.
De Europæiske Fællesskabers Råd besluttede i juni 1974 at "Fællesskabets al­mene bestræbelser på de handicappedes vegre 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 to wards 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 the course of the meeting a handicap was defined as 'any limitation, con genital or contracted, of a person's physical or mental abilities that affects his daily life and work by reducing social participation, employment prospects, and opportunities 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 with a view to the rehabilitation of handicapped per sons, and it is possible that teaching circles would have formulated it differently.
144 er et pædagogisk problem. For ofte behandles det, som var det alene et me-dicinsk-socialt område.
But in this connection, the important thing is to stress that rehabilitation is also a pedagogical problem.
Måske kan tidlige pædagogisk-psykologiske foranstalt­ninger fra undervisningsvæsenet vise sig at yde værdifulde bidrag for eksem­pel til integrering og accept, der er fornemme faktorer i revalideringssammenhæng.
Perhaps the education system's earlier pedagogical-psychological measures will, for instance, prove to have made a valuable contribution to integration and acceptance, which are prominent factors in rehabilitation.
Forståelse herfor er i hastig vækst - ikke mindst politisk.
An understanding of this is growing rapidly - not least politically.
Denne forståelse er udtrykt ved spontant gennemførte "undervisningsforanstaltninger" fra de forskelligste administrationsgrene og interessegrupper.
This understanding is expressed 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 minoritetsområder, som den handicappede del af befolkningen repræsenterer.
There is a pronounced desire to rationalize this profusion, on the one hand to make better use of qualified personnel and financial resources, and on the other to create an opportunity for cooperation between the many minority groups that make up the handicapped section of the population, whose size is such that they are sufficient to provide a useful body of experience.
Det korte afsnit 2 i min rapport, der bl.a. indeholder de her nævnte over­vejelser sluttes med et forslag om et årligt møde mellem undervisningsmini­steriernes ansvarlige for undervisning af handicappede.
I shall conclude the short section in my report, No 2, which includes there flections mentioned here by suggesting an informal and non-binding, but wellprepared annual meeting between officials from the respective ministries of education who are responsible for the education and training of handicapped persons.
Det ville på et om­råde med hastig udvikling og store minoritetsproblemer bidrage til udveksling af erfaring og synspunkter, samt til kontakt og information om specialpædago­gisk forskning, metoder og hjælpemidler.
In an area under rapid development and with great minority problems, this would contribute to an exchange of experience and viewpoints and to con tact and information about special pedagogical research, methods, and aids.
Sådan kontakt kunne blive et nyttigt bidrag til opfyldelse af vort fælles ønske om den bedst mulige undervisning for handicappede.
Such contact could be a useful contribution to the fulfilment of our common desire for the best possible education and rehabilitation of handicapped per sons.
Blandt de i så henseende mest lovende tendenser i De europæiske Fællesskaber er politisk tilslutning til dette forældre-krav.
In this respect, one of the most promising trends in the European Communities is that there should be political support for this demand by the parents.
I denne fase af udviklingen er det mig derfor en ære at appellere til landene i EF om at påtage sig et fælles ansvar med hensyn til information, tilskynd­else til reformlovgivning og udveksling af forskning og erfaring.
At this stage of the development I consider it an honour to appeal to the member countries of EEC to assume a co-responsibility as regards information, inducements to legislative reforms, and the exchange of research and experience .
Som allerede nævnt har De forenede Nationer institueret 1979 som barnets år og vil i 1981 rette verdensopinionens opmærksomhed mod handicappedes proble­mer.
As mentioned before the United Nations have instituted 1979 as the International Year of the Child, and in 1981 world opinion will focus on the problems of disabled persons.
Hvilken gunstig anledning - nævnte jeg - vil det ikke være for De europæiske Fællesskaber at bidrage til at handicappede får mulighed for på lige fod med andre at udvikle deres personlighed gennem undervisning og lige muligheder for at udnytte evner og færdigheder gennem uddannelse.
What a fortunate opportunity - as said - will it not be for EEC to contribute towards the opportunities of disabled persons on an equal footing with others for the development of their personality through education and equal opportunities for utilizing their capabilities and skills through education.
Rehabilitation International har bedt mig om på forældrenes og de handicappe­des vegne at fortælle, at man ikke vil behøve at lede efter samarbejdspart­nere, ej heller vil komme til at savne menneskelige og økonomiske resultater.
Rehabilitation International ask me - on behalf of the parents and the handicapped - to inform you: You will not have to search for cooperators, nor will you be waiting for human and-economic results.
RAPPORTER FRA DE SEKS ARBEJDSGRUPPER
REPORTS OF THE SIX DISCUSSION GROUPS
RAPPORT FRA ARBEJDSGRUPPE 1: FLERSPROGET: ORDSTYRER : HR. CHRISTEN
DISCUSSION GROUP I: MULTILINGUAL - LEADER - MR CHRISTEN
Intet handicappet barn, der kan gå i en normal skole, bør henvises til en specialskole.
No handicapped child who can attend a normal school should be put into a spe cial school.
Der gælder det almene princip: mest mulig integrering - kun den allernødvendigste adskillelse.
The general principle should be: as much integration as possible and as little separation as necessary.
Problemer i forbindelse med integreringen
Problems connected with integration
- Ændring af undervisnings- og uddannelsessituationen i den normale skole (ingen segregering, ingen generelle normkrav, fleksible undervisnings- og timeplaner, individualisering)
Adjustment of teaching and educational methods in the normal school (no selection, no general standards, flexibility in syllabus and timetable, individual treatment);
- Bedre læreruddannelser - Nødvendige forbedringer af skolebygninger og tekniske faciliteter
(iii) development of necessary school buildings and material and technical prerequisites ;
- Samling på alle niveauer af den administrative kompetence for de almindeli­ge skoler og specialpædagogikken
(iv) elimination of divisions of administrative competence at all education al levels in the sphere of general schools and special teaching;
- Nødvendigheden af en politisk prioritering (samlet planlægning af et fra førskoleundervisningen til den erhvervsmæssige integrering under medvirken af alle parter).
(v) need to establish policy priorities (drafting of a comprehensive plan from pre-school to vocational integration by all those involved).
- Foranstaltninger med henblik på integrering eller segregering er afhængige af den særlige situation, det enkelte handicappede barn eller unge menneske måtte befinde sig i; de bør ikke fastlægges generelt
Integration or separation measures depend on the specific situation of individual handicapped children or young persons; it is not possible to lay down a general rule;
- Skoletraditionen i EF's enkelte medlemsstater og'status quo skal tages i betragtning i forbindelse med integrationsforanstaltninger
(ii) integration measures should take into account the education tradition in the individual Member State of the Community and the status quo;
- Der skal etableres et samarbejde mellem skolen og samfundet udenfor med henblik på at skabe kontinuitet i foranstaltningerne
(iii) the cooperation of schools and the non-academic world should be ensured in order to guarantee the continuity of the measures in question;
- Forskellige kompetente instanser må træffe deres beslutninger under foræld­renes medvirken
(iv) decisions must be taken by various authorities including parents;
- Der skal sørges for en løbende vejledning af de lærere, der underviser han­dicappede elever.
(v) care should be taken to provide continuous counselling for the teachers who deal with handicapped children.
­ Tidlige diagnoser og en tidlig konstatering af, hvilke foranstaltninger der er behov for, må anses for at være nødvendige for integrering i skolen
(i) early and more dynamic diagnoses are regarded as necessary for educa tional integration;
­ Der er brug for samarbejde mellem flere forskellige videnskabsgrene
(ii) the cooperation of various scientific disciplines is necessary;
­ Forældrene skal vejledes med henblik på støtteopgaven, så det bliver muligt at praktisere terapien for deres barn i selve familien
(iii) parents should be trained to help so that their children can be treated within the family;
­ Udbygning af den tidlige konstatering og den tidlige indsats er nødvendig i alle EF's medlemsstater
(iv) development in early recognition and early assistance is necessary in all Member States of the Community;
­ Det bør tilstræbes at lade støtteforanstaltningerne finde sted i primærsko­lerne
(v) endeavours should be made to combine aid measures with facilities in the sphere of elementary education.
De handicappede elever bør undervises i de almindelige skoler indtil den erhvervsmæssige integrering:
Educational integration must take place on a continuous basis until the persons in question are integrated into the working world.
Under en økonomisk krise må disse ikke indskrænkes eller udskydes
They may not be restricted to or reserved for one sector of the economy;
­ Hver handicappet har ret til erhvervsuddannelse.
(ii) all handicapped persons are entitled to vocational training;
­ Der skal skabes institutionelle forudsætninger for en erhvervsmæssig kvali­ficering og integrering
(iii) institutional prerequisites should be created for vocational training and integration.
­ I EF's medlemsstater skal der gennemføres fælles forskningsprojekter vedrø­rende integrering af handicappede τ Der skal i EF­regie etableres en dokumentation om spørgsmål i forbindelse med behandlingen af de handicappede.
Joint research projects in connection with the integration of handicapped persons should be carried out in the Member States of the Community; nity;
RAPPORT FRA ARBEJDSGRUPPE 2: FRANSKSPROGET ­ ORDSTYRER: PROFESSOR LABREGERE
REPORT FROM GROUP II - FRENCH-SPEAKING-LEADER, Prof. LABREGERE
Indledende bemærkninger
Introductory comment
Tre fællesskabslande var ikke repræsenterede: Nederlandene, Irland og Danmark.
Three Community countries, the Netherlands, Ireland and Denmark were not represented. presented.
Gruppens udtalelser afspejler derfor ikke hele Fællesskabets synspunkt.
The work of the group does not, therefore, reflect the opinion of the entire Community.
Alle gik ind for handicappede børns ret til uddannelse og for princippet om integrering.
Everyone agreed a priori regarding the entitlement of handicapped chil dren to education and the principal of integration.
Efter at alle var blevet hørt vedrørende situationen i hvert af de 6 lande, viste der sig at være forskellige indstillinger, som kunne grupperes omkring to begreber:
After those present had described the situation of each of the six countries, it became apparent that there were variations in attitude which could be expressed in terms of two concepts:
Ideen om fuldstændig integrering (af alle handicappede uden hensyn til arten og graden af handicappet) i den almindelige skole, der lå nærmest ved barnets bopæl.
The doctrine of total integration (for all handicapped persons, what ever the nature and degree of the handicap in question) in the normal school situated closest to the child's home.
Dette synspunkt blev især forsvaret af de italienske delegerede, med visse nuancer af de franske delegerede og med visse nuancer og forbehold af den engelske delegerede.
This doctrine was fully supported by the Italian delegates; supported, but with certain modifications, by the French delegates; and supported with cer tain modifications and reservations by the British delegate.
De italienske delegerede forfægtede alle børns, herunder handicappede børns ret til at gå i den almindelige skole for her at få den undervisning, der er nødvendig for alle borgere.
The Italian delegates insisted on the right of all children, including handicapped children, to attend ordinary school in order to obtain the education necessary for all citizens.
De delegerede, der gik ind for den størst mulige integrering, understregede:
The delegates in favour of the greatest possible integration stated that:
Begrebet om individuel integrering (hel eller delvis) med visse begræns­ninger eller forbehold:
The doctrine of individual (total or partial) integration accompanied by a certain caution or even reservations:
- at uddanne og vejlede lærere, - at skabe en venlig atmosfære,
(i) train and inform teachers; (ii) develop a receptive attitude towards handicapped persons;
- at oprette støtteforanstaltninger af pædagogisk, psykologisk, paramedicinsk og medicinsk art såvel i skolen som uden for skolen,
(iii) organize pedagogical, psychological, paramedical and medical support structures inside or outside the school;
- at tilpasse lokalerne, - at udstyre dem med de nødvendige materialer.
(iv) adapt premises; . (v) obtain adequate equipment.
Man bør ikke integrere mere end et fastsat maksimalt antal handicappede børn i en almindelig klasse, og man bør ikke sætte børn med alt for uensarte­de handicaps i den samme klasse.
There should be a ceiling on the number of handicapped children integrated into an ordinary class, and children with too widely differing handicaps should not be mixed in the same class.
Familien bør aktivt deltage i skolens undervisningsaktiviteter.
The family should take an active part in the educational activities of the school.
I den udstrækning, hvor der endnu findes klasser, skoler og instituti­oner med specialundervisning, bør man ikke anse placeringen af handicappede børn i disse institutioner som noget definitivt, men regelmæssigt og systema­tisk tage placeringen op til ny overvejelse.
If there are still special classes, schools and teaching establishments, the placing of handicapped children should not be regarded as conclusive, but should be re-examined regularly and systematically.
Betydningen af tidlig konstatering af handicaps.
Importance of early detection of handicaps.
Nødvendigheden af at støtte sig til videnskabelig forskning.
Need to make use of the support of scientific research.
RAPPORT FRA ARBEJDSGRUPPE 3: ENGELSKSPROGET - ORDSTYRER: PROFESSOR J. R. FISH
REPORT FROM GROUP 3 - (ENGLISH SPEAKING GROUP) - LEADER - PROF. J. R. FISH
Gruppen gennemgik de 9 punkter, der blev forelagt af Skov Jørgensen og fremkom med nogle ændringer og tilføjelser til dem.
The group considered the nine trends identified by Skov Jørgensen and broadly endorsed them with some amendments and additions.
Gruppen havde ikke lejlighed til at læse og drøfte rapporten i sin helhed.
The group did not have the opportunity to read and discuss the report as a whole.
Drøftelsen var koncentreret om 3 emner: førskoleundervisning; den plig­tige skolegang; og perioden efter den pligtige skolegang.
Discussion centered on three topics: pre-compulsory school education; the compulsory school period; and the period after compulsory schooling.
Det 4. af Skov Jørgensens punkter blev godkendt med en ændring og et for­behold.
The fourth of Skov Jørgensen's points was accepted with one amendment and one qualification.
Den foreslåede ændring bestod i, at udtrukket "nursery school" skulle erstattes af "pre-cumpulsory school education".
The suggested amendment was that the term 'nursery school' should be replaced by 'pre-compulsory school education'.
Forbeholdet angik fortolkningen af ansvaret for uddannelsen i denne periode.
The reservations concerned the interpretation of responsibility for education during this period.
Mange andre personer har opdragelsesmæssige funktioner, og andre myndigheder har an­svaret over for handicappede børn.
Many other workers had educative functions and other services had responsibilities for children with disabilities.
Undervisningsmyndighederne bør have ansvaret for specialundervisning og i nært samarbejde med andre myndighe­der på lokalt plan at etablere tværfaglige teams.
Education authorities should have responsibility for: special instruction, working closely with other services to develop multi-professional teams at local level.
Man var enige om betydningen af tidlig konstatering, diagnose og særlig pædagogisk støtte.
The importance of early discovery, assessment and special pedagogical as sistance was agreed.
Hvis der imidlertid fortrinsvis kun blev truffet for­anstaltninger for handicappede børn og børn, der lever under ugunstige sociale forhold, kunne det føre til separate foranstaltninger.
However, giving priority to provision only for children with disabilities and those living in adverse social situations might result in segregated arrangements.
Drøftelsen af integrering skulle helst ikke resultere i en polarisering af indstillingerne.
The debate on integration should not result in a polarization of attitudes.
Gruppen gik stærkt ind for at betragte integreringen som en proces, således som beskrevet af Skov Jørgensen.
The group strongly affirmed the concept of integrating as a process as described by Skov Jørgensen.
Det enkelte barns særlige behov skulle tages i betragtning.
The particular need of individual children should be considered.
Det var nødvendigt at træffe en række foranstaltninger og det krævede en omhyggelig forberedelse at tage skridt til integrering.
A range of provision was needed and steps towards integration required careful preparation.
Lovgivningsinitiativer kunne bidrage til at styr­ke og fremme god praksis.
Legislation could be helpful to confirm and promote good practice.
Hvor specialundervisningen end finder sted, bør den udgøre en del af det almindelige undervisningssystem, og personale og børn skulle have størst mulig lejlighed til at skifte mellem de forskelli­ge typer institutioner.
Special education, wherever it takes place, should be part of the ordinary education system, and there should be the greatest possible opportunity for the movement of staff and children between different kinds of provision.