natgillin/translations-raw huggingface dataset:
Italien er rede til at gøre alt, for at disse vanskeligheder kan over­vindes, og for at der mellem de ni lande kan skabes et samarbejde, hvor alle parter påtager sig deres ansvar, også på kultur- og undervisningsområdet.
Italy was prepared to do all in its power to overcome this reluctance and help to launch a serious dialogue between the nine countries in the field of culture and education.
DEN SENESTE UDVIKLING INDEN FOR SPECIALUNDERVISNINGEN I NEDERLANDENE
RECENT DEVELOPMENTS IN SPECIAL EDUCATION IN THE NETHERLANDS
I dette notat omtales først de vigitgste udviklingstendenser inden for den nederlandske specialundervisning.
This memorandum begins by setting out the most important trends in special education in the Netherlands.
Dernæst redegøres der for, hvordan denne udvikling, navnlig i lyset af undervisningsministeriets generelle politik skal kunne stimuleres og realiseres i skolerne.
It then discusses how these developments, par ticularly those forming part of the policy of the Ministry of Education and Science might successfully be promoted and implemented in schools.
Vigtige udviklingstendenser i den nederlandske specialundervisning
Important trends in special education in the Netherlands
Den udvikling af ideer om den nederlandske specialundervisning, der i de se­neste år har fundet sted i skolerne og inden for andre berørte instanser, kan sammenfattes i følgende to hovedpunkter:
Changes in attitudes towards special education in the Netherlands which have taken place in recent years in schools and other affected areas may be summarized as follows.
1) Man går i stadig større udstrækning ind for at specialskolerne i endnu hø­jere grad end hidtil skal kunne fungere som specialuindervisningscentre, hvori man med en tværfaglig behandling tage? fat på årsagerne til, at bør­nene er udviklingshæmmede.
(a) The conviction is growing that special schools should, to a greater ex tent than in the past, function as specialized educational institutions in which children's development problems are handled via a multi-disciplinary approach.
Specialpædagogikken må nødvendigvis være en me­get vigtig bestanddel af denne tværfaglige behandling.
Remedial teaching should be a very important aspect of this approach.
Udgangspunkt for denne indsats bør være barnets egen anmodning om hjælp.
The help provided should correspond to the help required by the child.
Den tankegang, man følger, er, at der for hvert enkelt barns vedkommende skal udarbejdes en behandlingsplan.
The underlying idea is that a plan of treatment should be drawn up for each individual child.
Den lægelige side af sagen må, som det også altid har været tilfældet tid­ligere, fortsat spille en væsentlig rolle, men det er tanken i dag, at dette ikke mere skal spille den altdominerende rolle, det hidtil ofte har haft.
Medical care should, as was always the case in the past, still play a role, but, according to current thinking, it should no longer dominate as it frequently did in the past.
Denne opfattelse om specialskolen som et specialundervisningscenter, hvor der arbejdes tværfagligt, har for mange instanser, rejst det spørgsmål, om den nuværende differentiering mellem forskellige specialskoler bør afløses af en ny opdeling, hvor der i langt højere grad end nu tages hensyn til specialpædagogiske kriterier.
This concept of special schools as specialized educational institutions in which tuition is of a multidisciplinary nature has caused many people to ask whether the present organizational pattern of special schools should not be replaced by a new pattern with far greater emphasis on remedial teaching than at present.
Betydningen af denne problematik understreges yderligere af, at mange me­ner, at ikke blot opdelingen, men også de mange forskellige skoletyper fø­les som en ulempe.
The importance of this question is stressed even further by the impression held by many people that not only the organizational pattern but also the many different types of schools is a disadvantage.
Det ser ud til, at jo flere forskellige skoletyper der findes, jo oftere kan børn ikke placeres rigtigt og risikerer at komme fra asken og i ilden.
It appears that the more types of schools there are the more often it proves impossible to place children, who may find themselves high and dry.
Ligeledes er det ikke altid let at fastslå, hvilken sko­letype der er mest velegnet for et barn.
It is also frequently far from simple to determine which type of school is most suited to a particular child.
2) Det andet vigtige træk i udviklingen inden for den nederlandske specialun­dervisning er, at man lægger stadig mere vægt på, at de børn, der har pro­blemer, tager del i den normale undervisning på primær- og sekundærtrin.
(b) The second major trend in special education in the Netherlands is the in creasing tendency to let children with problems attend ordinary primary and secondary schools.
Tilhængere af dette mener, at væksten i visse former for specialundervis­ning ikke kan fortsætte i samme omfang.
Supporters of this system consider that the growth of certain forms of special education cannot continue at the same rate.
Navnlig undervisningen af børn med indlærings- og tilpasningsvanskeligheder er i de seneste år taget stærkt til.
There has been a :■ sharp increase in special schooling for children with learning and educa­tional problems in recent years.
I 1968 modtog 12 271 børn denne form for undervisning; i 1976 var dette tal allerede fordoblet.
In 1968 12 271 children received this type of schooling. In 1976 the figure had already doubled.
I en ny lov om undervisning for de 4-12-årige der er under udarbejdelse i øjeblikket og skal træde i kraft i 1983, går man ud fra et ønske om at modtage et større antal handicappede børn end hidtil i den almindelige grundskole.
A new law on basic education for 4 to 12 year olds, which is currently being drafted and which will enter into force in 1983 presupposes that it is desirable to include more children than at present in the basic educa­tion system.
Den praktiske gennemførelse af udviklingsplanerne
Practical application of these two trend
Undervisningsministeriet søger at stimulere den ovenfor omtalte udvikling.
The policy of the Ministry of Education and Science is geared towards promot­ing the two trends referred to.
Politikken er baseret på tanken om, at det ikke kan nytte at udarbejde lov­bestemmelser, så længe man endnu ikke ved nok om, hvorledes ideer om fornyel­se kan gennemføres i praksis af lærerne.
It is based on the concept that there is lit­tle point in laying down statutory rules if not enough is yet known about the ways in which reforms can be applied in practice by teachers.
Derfor finansierer ministeriet pro­jekter i skoler, hvor man har påtaget sig den opgave at indhøste praktiske erfaringer med forskellige nærmere specificerede ideer om fornyelse af under­visningen .
For this reason the Ministry is financing projects in schools involving experiments with par­ticular aspects of educational reform.
Endnu i år kan skoler med normal forskoleundervisning og undervisning på pri­mærtrinnet og specialskoler tilmelde sig en udvælgelsesprocedure for projek­ter, hvorigennem der kan indhøstes praktiske erfaringer med optagelse af børn, der har svært ved at følge den normale undervisning.
Up to the end of this year ordinary infant and primary schools and special schools can apply to be considered for inclusion in pilot projects involving the assimilation of children with problems in the ordinary education system.
Disse projekter tjener først og fremmest til at skabe bedre indsigt i følgende aspekter:
These projects should, above all, increase awareness of the following factors:
- Hvilke foranstaltninger må der træffes, f.eks. med hensyn til undervisnings­metoder, pædagogisk klima, uddannelse og efteruddannelse af lærere?
(i) the provisions which should be taken as regards, for example, teaching methods, the pedagogical climate, basic training and further training of teaching staff;
- Hvilke övergångsformer kan der skabes mellem normal undervisning og special­undervisning?
(ii) the transitional structures which could be set up between ordinary and special education;
- Hvordan kan forholdet mellem normal undervisning og specialundervisning forbedres, så den nuværende isolation af specialundervisningen bliver brudt?
(iii) ways of improving relations between ordinary and special education in order to remove special education from its present isolation.
Undervisningsministeriet er af den opfattelse, at der i fremtiden nok kan optages flere børn med problemer i den normale undervisning, men at det bi­drag, der ydes af specialskolerne, dog fortsat ikke kan undværes.
Ministry of Education and Science policy is based on the assumption that it will be possible in the future to absorb more children with problems into the ordinary education system, but that the contribution of special schools will still be essential.
Det er en udbredt opfattelse, at ikke alle børn vil kunne følge normal undervisning.
Many people feel that not all children will be able to follow ordinary teaching.
Ministeriet retter da heller ikke udelukkende sin opmærksomhed mod optagelse af børn med problemer i den normale undervisning, men også mod den såkaldte interne fornyelse af specialundervisningen.
Thus, attention will be paid in the Ministry's pol­icy not only to the inclusion of problem children in the ordinary education system, but also to the 'internal' reform of special education.
Ministeren vil efter drøftelse med folk fra undervisningssektoren lade udar­bejde en såkaldt aktivitetsplan for specialundervisningen.
A so­called plan of campaign for special education will be drawn up by the Minister after discussions with education circles.
Denne plan kan tjene som rammeplan for pædagogiske forsøg, der har til formål at skabe stør­re indsigt i, hvorledes specialskoler kan fungere som specialundervisningscentre.
This plan may serve as an outline policy for projects in schools designed to increase knowledge of the way in which special schools can function as specialized educational institu­tions.
Ved disse forsøg skal der først og fremmest ofres opmærksomhed på følgende problemer:
Special attention should be paid, first and foremost, in these projects to the following problems:
- Hvilken procedure bør anvendes for optagelse på specialskolerne? - Hvilken (tværfaglig) støtteforanstaltning er der behov for?
(i) the best admission procedure for special schools; (ii) the best type of (multidisciplinary) counselling;
- Hvorledes bør lærerne inden for specialundervisningen uddannes?
(iv) the best type of training staff in special schools.
DOKUMENT UDARBEJDET AF DET FORENEDE KONGERIGES NATIONALE DELEGATION
PAPER BY THE UNITED KINGDOM NATIONAL DELEGATION
En af de mere betydningsfulde begivenheder inden for specialundervisnin­gen i Det forenede Kongerige inden for de sidste fem år var nedsættelsen i september 1974 af Warnock-udvalget, som fik følgende kommissorium: -
One of the more significant developments in special education in the United Kingdom during the last five years was the establishment in September 1974 of the Warnock Committee with the following terms of reference:
"at revidere den uddannelse, der i England, Skotland og Wales tilbydes børn og unge, der lider af fysiske eller psykiske handicaps, under hensyntagen til det medicinske aspekt af deres behov, samt foranstaltninger med henblik på at forberede disse til arbejdslivet; at finde frem til den bedst mulige an­vendelse af de disponible midler til dette formål samt at fremsætte henstil­linger. "
'to review educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking account of the medical aspect of their needs together with arrangements to prepare them for entry into employment; to consider the most effective use of resources for these purposes; and to make recommendations.'
Udvalget modtog over 300 skriftlige indlæg med oplysninger fra faglige orga­nisationer, velgørende institutioner og privatpersoner, ligesom der indhente­des talrige mundtlige oplysninger.
The Committee received over 300 submissions of written evidence from professional organizations, voluntary bodies and individuals and took extensive oral evidence.
Desuden aflagde medlemmer af udvalget besøg på en række skoler, colleges og andre institutioner i England, Skotland og Wales, ligesom mindre grupper besøgte USA, Skandinavien, Nederlandene og For­bundsrepublikken Tyskland.
In addition, members of the Committee visited a range of schools, colleges and other establishments in England, Scotland and Wales and small parties visited the USA, Scandinavia, the Netherlands and the Federal Republic of Germany.
Udvalgets rapport "Special Education Needs" blev offentliggjort den 24. maj 1978, og dens indhold og henstillinger er vidtrækkende, hvilket kun er rimeligt, da det drejer sig om den første undersøgelse i Storbritannien af undervisning af alle kategorier handicappede børn og ikke om særlige proble­mer i forbindelse med bestemte handicaps.
The Committee's report 'Special Educational Needs', was published on 24 May, 1978 and its scope and recommendations are wide-ranging, as befits the results of the first inquiry in this country into the education of all handicapped children as distinct from the problems of particular handicaps.
I rapporten foreslås der en udvi­delse af begrebet specialundervisning, så den ikke blot omfatter børn med psykiske eller fysiske handicaps, men også de børn, der har udprægede læringsvanskeligheder - dvs. dem, der for øjeblikket anses for at have behov for støtteundervisning - samt samspilsramte børn.
The report proposes a new concept of special education to embrace not only children with disabilities of mind or body but also those with significant learning difficulties - those at present classed as in need of remedial teaching - as well as those with emotional or behavioural disorders.
Med disse mere omfattende defi­nitioner konkluderer rapporten, at ét barn ud af fem kan have brug for til­bud om en eller anden form for specialundervisning på et eller andet tids­punkt i skoleforløbet, og opfordrer lovgivningsmagten til at udarbejde nye retningslinjer for uddannelsestilbudene, hvori der tages hensyn til udvalgets mere inklusive opfattelse af behovet for specialundervisning, idet man dog i særlig grad tager vare på de særlige behov, som børn'med alvorlige eller kom­plicerede handicaps har.
In these wider terms it concludes that up to one in five of all children may need some form of special educational provision at some time during their school career and urges legislation to establish a new framework of provision which recognizes the Committee's broader conception of special educational needs, whilst specifically safeguarding the needs of children with severe or complex disabilities .
Herudover lægges der i rapporten især vægt på henstillingerne om under­visningstilbud til børn under fem år med særlige pædagogiske behov, tilbud til unge over seksten år (hvilket i dag er den alder, hvor den pligtige sko­leundervisning ophører i Det forenede Kongerige), som har behov for special-
That aside, the report attaches first priority to its recommendations on provision for children under five who have special educational needs; provision for young people over sixteen (the current statutory school leaving age in the United Kingdom) with special educational needs; the concomitant developments in teacher education and training.
Den britiske regering har besluttet sig til ikke at træffe nogen beslut­ning om udvalgets henstillinger, før end der har fundet fuldstændige og om­fattende høringer sted af de ansvarlige for specialundervisningen samt af den brede offentlighed.
Her Majesty's Government has decided not to reach decision on the Commit tee's recommendations until full and thorough consultation with those con cerned with special education and with the public at large has taken place.
Denne høring indledtes den 31. juli med udsendelse af et spørgeskema til godt 400 sagkyndige instanser sammen med en opfordring til at indsende kommentarer hertil inden udgangen af februar 1979. Indtil nu er der blevet udsendt ca. 7 000 eksemplarer af dette dokument, og der er stadig stor interesse for det.
This consultation was launched on 31 July when a consultation document was sent to well over 400 bodies in the field with an invitation to submit observations thereon by the end of February 1979.
(Et eksemplar af spørgeskemaet er Bilag C).
(A copy of the consultation document is at Annex C.)
Warnock-rapporten henvender sig til undervisningsministeriet (England), ministeriet for skotske anliggender og ministeriet for walisiske anliggender, og rapportens indhold vedrører ligeledes i høj grad sundheds- og socialmini­steriet samt arbejdsministeriet.
The Warnock Report is addressed to the Secretaries of State for Education and Science (England), for Scotland and for Wales, and the substance of the report also closely concerns the departments of health and social security and of employment.
De tre engelske ministerier samt Welsh Of­fice (departementet for walisiske anliggender) samarbejder om en fælles opi­nionsundersøgelse, eftersom specialundervisningen i Wales stort set er den samme som i England, om end der er nogle få enkeltheder, der er forskellige.
The three English departments and the Welsh Office are co operating in a joint consultation exercise as, while there are some differ ences in detail, special education in Wales is broadly the same as in England.
Uanset, at uddannelsessystemet i Skotland er underlagt en særskilt lovgiv­ning, og både den generelle struktur og den tilbudte specialundervisning i visse væsentlige henseender afviger fra den engelske og walisiske, er rappor­tens implikationer stort set de samme overalt i Det forenede Kongerige.
While the educational system in Scotland is conducted under separate leg islation and both the general structure and the provision for special educa tion differ in certain major respects from those in England and Wales, the implications of the report are broadly the same throughout the United Kingdom.
Føl­gelig finder der den samme omfattende høring sted af instanser inden for uddannelse, sundheds- og barnepleje i Skotland - men som en særskilt under­søgelse.
For this reason, the same extensive consultation with educational, health and child care interests is taking place in Scotland - albeit as a separate exercise.
Specialundervisningen i Nordirland har været uden for udvalgets kom­missorium; dog holdes de nordirske myndigheder løbende orienteret, og embedsmærid herfra deltager i høringsprocessen, når det skønnes hensigtmæssigt.
Special education in Northern Ireland was outside the Committee's remit: nevertheless the Northern Ireland authorities are being kept fully informed and their officials are participating in the consultation process wherever appropriate.
Andre aspekter af udviklingen
Other Developments
Warnock-udvalgets overvejelser har ikke fået lov til at stå i vejen for en række andre initiativer på specialundervisningsområdet.
The Warnock Committee's deliberations have not been allowed to impede a number of other initiatives in special education.
F.eks. vedtoges i 1976 en lov om uddannelse (Education Bill), hvis paragraf 10 er en lovfæ­stelse af det princip, som britiske regeringer er gået ind for de sidste tre­dive år, nemlig at intet handicappet barn bør gå på specialskole, hvis bar­nets behov kan imødekommes i en normal skole.
Thus, in 1976 was enacted an Education Bill, section 10 of which gives statutory expression to the principle, supported by successive governments for over thirty years, that no handicapped child should attend a special school if his needs can be met in an ordinary one.
I denne paragraf kræves det, at handicappede elever med virkning fra et tidspunkt, undervisningsministeren senere fastsætter, skal undervises i normale skoler, med mindre dette måtte vise sig praktisk uigennemførligt eller uforeneligt med de pågældende skolers effektivitet eller ville indebære urimelige høje udgifter for det offentlige.
The section requires that, from a day to be appointed by the Secretary of State, handicapped pupils are to be educated in ordinary schools unless this would be impracticable, incompatible with the efficiency of the schools concerned, or would involve unreasonable public expenditure.
Da det nuværende specialundervisningssystem i Det forenede Kongerige gæl­der tilbud for visse i loven definerede kategorier af handicaps, drejer den­ne paragraf sig i praksis nødvendigvis om, hvor undervisningen skal finde sted, hvorimod specialundervisningen, såfremt den nye "Warnock"-rammelov ved­tages, vil blive defineret ud fra de behov, den skal imødekomme.
In fact, because the present system of special education in the United Kingdom is concerned with provision for statutory categories of handicap, the section is necessarily concerned with the location in which education is to take place, whereas if the new 'Warnock' framework is adopted special educa tion will be defined in terms of the needs it is designed to meet.
Rent faktisk er integreringen som sådan af central betydning for en stor del af henstillin­gerne i rapporten, og denne paragraf må ændres betydeligt for at passe til den foreslåede rammelov.
Indeed, integration as such is central to much of the report's recommendations and the section would need considerable amendment to fit in with the proposed framework.
Derfor er paragraffen endnu ikke ført ud i livet, men den rent faktiske integrering på lokalt plan øges stadig, efterhånden som forholdene og midlerne tillader det. Den hidtidige udvikling illustreres af den vedføjede pjece "Integrating Handicapped Children" (bilag D).
For this reason the section has not so far been brought into force, but de facto integration at local level is increasing as circumstances and resources permit.
I september 1977 gav undervisningsministeriet "National Foundation for Educational Research" til opgave at gennemføre en videnskabelig undersøgelse i samarbejde med forskellige uddannelsesmyndigheder; der var tale om at over­våge særlige udvalgte projekter, der indebar integrationsforsøg i forbindelse med undervisning af handicappede børn.
In September 1977 the Department of Education and Science commissioned a research project of the National Foundation for Educational Research, in co operation with certain local education authorities, to monitor selected schemes involving integrated arrangements for educating handicapped children.
Undersøgelsen vil vare ca. tre år, og man håber at kunne fastslå, hvilke faktorer der kan bidrage til en vellykket integrering.
The research will take about three years and hopes to identify those factors making for successful integration.
Det forenede Kongerige deltager også fuldt ud i OECD/CERI-projektet for uddannelse af handicappede unge; i forbindelse hermed optræder Professor Jack Tizard og Dr. Elizabeth Anderson fra Londons universitet som konsulen­ter.
The United Kingdom is also participating fully in the OECD/CERI project in the education of handicapped adolescents, in connection with which Professor Jack Tizard and Dr Elizabeth Anderson of the University of London are acting as consultants.
Der er ordninger under udarbejdelse, hvori der skal inddrages en række lokale uddannelsesmyndigheder, som skal undersøges indgående som led i Det forenede Kongeriges bidrag til dette projekt.
Arrangements are in hand to involve a number of local education authorities to be surveyed in depth as part of the United Kingdom contribution to this project.
Ligesom i andre udviklede lande er der i Det forenede Kongerige også en nedgang i skolepopulationen, og med denne tendens er der samtidig ligeledes tale om en nedgang i antallet af børn, der lider af visse af de handicaps, der indtil nu har været regnet for "traditionelle".
In common with other developed countries, school populations in the United Kingdom are falling, and with this trend the numbers of children suffering from some of the until-now 'traditional' categories of handicap are also falling.
Dog er der undtagelser -navnlig med hensyn til samspilsramte børn.
There are, however, exceptions - in particular those with be havioural problems.