natgillin/translations-raw huggingface dataset:
Investering i skolebygninger og driftsomkostninger befordres af store statstilskud, der suppleres af lokale bidrag.
In vestment in school buildings and operating costs are assisted by large State subsidies supplemented by local contributions.
Undervisning er obligatorisk i Irland fra 6. til 15. år, men børn kan optages i nationale skoler fra 4-årsalderen.
Education is compulsory in Ireland between the ages of six and fifteen, but children may be accepted into national schools at the age of four.
Sundhedsministerium
Ministry of Education
Undervisningsministerium
Ministry of Health
97 - de er fyldt 4 år.
A significant number of mildly handicapped children are educated in special classes in ordinary schools.
Efter grundskolen - fra 12. år - kan de fortsætte i speci­alskolen.
Visiting teacher services enable many hearingimpaired and visually impaired children to be educated in ordinary classes.
I begrænset omfang er der oprettet specialundervisning i alminde­lige skoler for "secondary" niveau.
Special education is to a limited extent provided in ordinary schools at the 'secondary' level.
Børn fra spredt befolkede områder uden­for byerne har ofte lange afstande at rejse for at komme til en velegnet spe­cialskole.
Children from sparsely populated areas outside the towns often have to travel large distances to reach a suitable special school.
Der er derfor oprettet et omfattende skoletransportsystem.
An extensive school transport system has therefore been provided.
Omkost­ningerne herved betales af staten.
The cost of this is met by the State.
Et stort antal private foreninger er med i arbejdet på at oprette bedst mu­lige foranstaltninger for de handicappede, og de samarbejder herom med kirke og stat.
A large number of private associations participate in the work of providing optimum arrangements for the handicapped, and in this they cooperate with church and State.
Foruden at deltage med hensyn til specialskoler, interesserer de sig aktivt for oprettelsen af førskole-klinikker, daghjem for de svært retar­derede, mandag-fredags-hjem, hvor afstanden mellem hjem og skole eller beskyt­tet værksted er for stor til en daglig transport.
Apart from participating in special schools, they are also actively interested in the provision of pre-school clinics, day nurseries for the severely retarded, and weekly-boarding houses where the distance between home and school or the protected workshop is too high for daily travel.
Sundhedsforvaltningen dæk­ker alle udgifter, der ikke vedrører det undervisningsmæssige.
The health authority covers all expenses not relating to education.
Den betaler også særlige hjælpemidler i skolerne, men ikke undervisningsmateriale.
It also pays for special aids in the schools, but not teaching materials.
Sund­hedsforvaltningen betaler udgifterne til taleundervisning og fysioterapi.
The health au thority pays for speech therapy and physiotherapy.
Udover de undervisningstilbud der gives på fuldtidsbasis, får mange børn undervisning i et mindre antal ugentlige timer, mens de er indlagt på hospi­tal, vejledningsklinik og arbejdsprøvningscentre eller i form af hjemmeundervisning.
In addition to the education offered on a full-time basis, many children receive education in a smaller number of weekly lessons while in hospital, at guidance clinics and at ability-testing centres, or in the form of home education. cation.
I de tilfælde, hvor handicap bliver erkendt i tidlig barnealder, er det sæd­vanligvis lægen, der henviser barnet til videre undersøgelse hos et rådgiven­de team, som, afhængig af den enkelte sag, kan bestå af f.eks. en psykolog, en psykiater, en øjenlæge og en ørelæge. Sker det senere, kommer henvisningen eventuelt fra barnets lærer eller fra skolelægen.
In those cases where the handicap is detected in early infancy, it is usually the general practitioner who refers the child for further assessment to a multidisciplinary team which may include a psychologist, a psychiatrist, an ophthalmic surgeon and otologist.
Forældrenes accept er en forudsætning for en sådan undersøgelse og for en eventuel anbringelse på en specialskole.
Parental consent is necessary both for assessment and for special educational placement.
Sundhedsmyndighederne sørger endvidere for, at klinisk-psykologisk undersøgel­se såvel som medicinsk og paramedicinsk hjælp er til disposition.
The health authorities also ensure that clinico-psychological examination as well as medical and paramedical examination are available.
Almindelig psykologisk rådgivning kan lærerne få gennem undervisningsministeriets psy­kologtjeneste, men den er foreløbig forbeholdt trinet efter grundskolen.
The teachers can obtain general psychological guidance from the Ministry of Education's psychologist service, but for the time being this is reserved for the level fol lowing the primary school.
Med henblik på bedst muligt at koordinere undervisnings- og behandlingsforan­staltninger for de handicappede er der månedlige møder mellem repræsentanter for undervisningsministeriets afdeling for specialundervisning og for sund­hedsministeriet.
With a view to optimum coordination of education and treatment arrangements for the handicapped, there are monthly meetings with representatives of the Ministry of Education's Department for Special Education and the Ministry of Health.
Der findes også regionale kommissioner, der koordinerer de to ministerielle afdelingers tilbud med private institutioners tilbud.
There are also regional committees which coordinate the two Ministerial Departments' facilities with the private institutions' facilities.
Undervisningsinspektører med uddannelsesmæssige kvalifikationer i special­undervisning fungerer som konsulenter for både ministerium og skoler.
Inspectors of Schools who have a qualification in special education act as consultants both to the Ministry and to the schools.
Mini­steriet udøver tilsynet med skolernes arbejde ved at udarbejde undervisnings­planer, ved at fastsætte kvalifikationskrav for lærerne og ved at bedømme undervisningskompetence.
The Ministry supervises the schools' work by preparing curriculum guide-lines in consultation with the teacher, by establishing qualification requirements for teachers and by assessing teaching ability.
Gennemsnitsklassekvotienten er 32 i grundskolen.
The average number of pupils per class in primary schools is 32.
Specialklasser har fra 16 i klasser for svagtbegavede til 6 i klasser for døve.
Special classes have from 16 pupils in classes for slow learners down to six pupils in classes for the deaf.
Gennemsnitsklassekvoti­enten for alle specialskoler er 11.
The average number of pupils per class in all spe cial schools is 11.
Lærere i specialskoler og specialklasser må som grunduddannelse have en lærer­uddannelse, som varer mindst 3 år ved et seminarium (college) eller et univer­sitet.
Teachers in special schools and special classes must have completed teacher training as their basic training, which is for at least three years at a teachers' training college or university.
Denne læreruddannelse suppleres med et års efteruddannelse i special­pædagogik.
This teacher training is supplemented by one year's further training in special education.
Planer for fremtiden drejer sig især om udvidelse af undervisningstilbudene, bl.a. til svagtbegavede, socialt handicappede, kriminelle og multihandicap­pede.
Future plans relate in particular to an extension of educational facilities for, among others, slow learners, socially handicapped, the delinquent and the multi-handicapped.
Flere muligheder behøves også i fortsat undervisning og i udslusning fra specialundervisning til erhverv.
More facilities are also needed in further education and in channelling-out from special education to occupations.
Italien påbegyndte officielt undervisning for handicappede i 20'erne.
Italy officially commenced education for the handicapped in the 1920s.
Men først i 1962 blev specialundervisningen udvidet til at omfatte andre end sen­sorisk handicappede.
Spe cial education was not, however, extended to cover children other than the mentally handicapped until 1962.
Man har statsinstitutioner for blinde, døve og psykotiske børn, men flertal­let af specialskoler er private, ofte katolske institutioner.
There are state institutions for blind, deaf and maladjusted children, but the majority of special schools are private institutions, frequently Catholic.
Forældre, der selv magter udgifterne til pleje og undervisning for deres handicappede barn, sender dem som regel ikke til institutioner, der optager elever uden betaling.
Parents who can themselves find the money for the care and education of their handicapped children do not normally send them to the institutions that accept pupils free of charge.
Når det undtagelsesvis sker, kan der opkræves delvis betaling fra forældrene.
If this does occur in exceptional cases, partpayment can be claimed from the parents.
Udgifter til behandling udredes i øvrigt af sundhedsministeriet og de lokale myndigheder i fællesskab.
The cost of the treatment itself is borne jointly by the Ministry of Health and the local authorities.
Undervisningsministeriet deltager kun i udgifter til undervisning.
The Ministry of Education participates only in the cost of education.
Italien er organisatorisk opdelt i regioner, der igen deles i provinser.
For organization purposes, Italy is divided into regions, which are in turn divided into provinces.
Hver provins har sin skolestyrelse og en rådgivende kommission med den op­gave at vurdere behovet for specialpædagogisk bistand.
Each province has its school board and a consultative committee for assessing the need for specialteaching assistance.
Undervisningsministeriet har direktorater for henholdsvis primær undervis­ning (5-årig) og sekundær undervisning (3-årig).
The Ministry of Education has directorates for primary education (five years) and secondary education (three years) respectively.
Der kræves ikke bestemt forudgående uddannelser for at undervise i grund­skolens primære trin, men en forordning herom forberedes, og det forventes at uddannelsen henlægges til universiteterne.
No definite form of previous training is required for teaching in the elementary stage of the primary school, but an Ordinance on this is under preparation.
Lærere ved grundskolens sekun­dære trin har universitetsuddannelse.
It is expected that training will become a matter for the universities.
På nuværende tidspunkt findes ingen speciallæreruddannelse uden for de respektive specialskoler.
There is at present no special-teacher training outside the special schools concerned.
Men en 2-årig specialpædagogisk uddannelse på universitetsniveau er under forberedelse.
A two-year course in specialteaching at university level is, how ever, under preparation.
Det er en 3-årig ud­dannelse på universitet og hospital.
This is a three-year course at university and hospital.
Medens elevtallet i almindelige klasser begrænses til 25, er normen for spe­cialklasser 6.
While the number of pupils in ordinary classes is limited to 25, the standard for special classes is six.
Der kan ikke være under 4 eller over 8 elever.
There may not be less than four or more than eight pupils.
Der er i befolkningen et stigende ønske om at integrere handicappede børn i almindelige skoler, og med henblik herpå kan der ske reduktion i den alminde­lige klasses elevtal.
There is an increasing wish among the population to integrate handicapped children into ordinary schools, and with a view to this there may be a reduction in the number of pupils in the ordinary class.
Som vejledende regel angives, at der ikke bør være mere end to handicappede elever i en normalklasse, og at denne som integreringsklasse højst bør have 20 elever.
As a guide, it is laid down that there should be not more than two handicapped pupils in a normal class, and that an integration class should not have more than 20 pupils.
Det forventes, at der ved en kommende revison af skolelovgivningen optages bestemmelser om specialundervisning i almindelighed; men indtil nu har initi­ativet bortset fra foranstaltninger for svært syns- og hørehandicappede været overladt til lokale skolemyndigheder og velgørende institutioner.
It is expected that future revision of school legislation will adopt provisions for special education in general, but apart from arrangements for those severely handicapped in vision and hearing the initiative has until now been left to local authorities and charitable institutions.
Muligheder­ne varierer fra provins til provins.
Availability varies from province to province.
Forældre vælger repræsentanter til hver enkelt skoles styrelse, men der er endnu lang vej, før de sociale og uddannelsesmæssige problemer omkring det handicappede barn er løst.
Parents elect representatives to the board of each school, but there is still a long way to go before the social and educational problems of the handicapped child will have been solved.
1900 udstedtes forordning om oprettelse af et institut for oplæring og under­visning af blinde.
In 1900 an Ordinance was issued on the establishment of an institute for the training and education of the blind.
Forordningen blev i 1923 erstattet af lov om obligatorisk undervisning af blinde og døvstumme.
This Ordinance was replaced in 1923 by a law on compulsory education for the blind and the deaf and dumb.
Første private institution for undervisning af handicappede blev oprettet 1928 efter aftale mellem staten og Sainte-Elisabeth-ordenen.
The first private institution for the education of the handicapped was established in 1928 following agreement between the state and the Order of Saint Elisabeth.
1963 ændredes lov om førskoleundervisning og primærundervisningen.
In 1963 the law on nursery-school and primary education was amended.
Den nye lov indeholdt reform for undervisning af svagtbegavede.
The new law reformed the education of slow learners.
1968 oprettedes center for logopædi og for audiometrisk og ortofonisk bistand.
In 1968 a centre for logopaedics and for audiometrie and orthophonie assist ance was established.
1973 kom lov om oprettelse af institutter og særtjenester for differentieret undervisning.
In 1973 a law on the establishment of institutes and special services for differentiated education was introduced.
Undervisningspligten varer fra 5. til 15. år.
Education is compulsory from the 5th to the 15th year.
For handicappede kan den udstræk­kes til det 21. år om nødvendigt længere.
It can be extended to the 21st year for the handicapped, and if necessary longer.
De eneste undtagelser er visse kate­gorier af syge børn.
The only exceptions are certain categories of sick children.
I almindelige skoleklasser ligger det gennemsnitlige elevtal på 18-25.
The average number of pupils in ordinary school classes is 18 to 25.
Klas­ser for svagtbegavede, hørehæmmede, svagtseende og børn med specifikke ind­læringsvanskeligheder har gennemsnitligt 12 elever og klasser for åndssvage, adfærdsvanskelige, døve, blinde og bevægelseshæmmede 7.
Classes for slow learners, partially hearing and partially sighted children and chil dren with specific learning difficulties have an average of 12 pupils. Classes for the mentally retarded, the maladjusted, the deaf, blind and motor handicapped have seven in class.
Formelt skal forældre anmode om et barns optagelse ved specialundervisning. Men også andre - f.eks. skolen - kan indstille.
Parents must formally apply for acceptance of a child for special education, but others - for example the school — can recommend.
Forældrenes samtykke til specialundervisning skal altid indhentes, og deres afgørelse kan kun omstødes af børne- og ungdomsdomstolen.
The parents' consent must always be obtained for special education, and their decision can be set aside only by the juvenile court.
For så vidt angår svagtbegavede foretages rådgivningen af de lokale skole­kommissioner og de lokale medicinsk-psykologisk-pædagogiske råd.
As concerns slow learners, advice is available from the local school commit tees and the local medico-psycho-teaching councils.
Men den egentlige myndighed ligger hos undervisningsministeren og udøves gennem under­visningsdirektører.
Final authority, however, rests with the Minister of Education, and is exercised through the education directors.
Direktotaterne rådgives af Det statslige Uddannelsesråd, inspektørerne for underskolen og Det centrale Medicinsk-psykologisk-pædago-giske Råd (MPP) .
The directorates are advised by the State education council, the primary school inspectors and the central medico-psycho-teaching council (MPP).
Forældrene er repræsenteret såvel "i Det statslige Uddannel­sesråd som i de lokale skolekommissioner.
Parents are represented on the State education council and on the local school committees.
Det vil efter en planlagt rekonstruktion få direktøren for specialundervisning som næstformand og repræsentanter for sundhedsministeriet og familieministe­riet, lederen af Det logopædiske Center, en psykiater, pædiater, psykolog, socialrådgiver, speciallærer, skolelæge, underskoleinspektør og eventuelt dommer som medlemmer.
A planned reconstruction will provide for the director of special education to act as deputy chairman, the members being representatives of the Ministry of Health and the Ministry of Family Affairs, the head of the logopaedic centre, a psychiatrist, a pediatrician, a psychologist, a social adviser, a special teacher, a school doctor, a primary school inspector and perhaps a judge.
Et lokalt MPP-råd har for tiden følgende medlemmer: Underskoleinspektør (for­mand), speciallærer, skolelæge, psykolog, psykiater og socialrådgiver.
At present, a local MPP council has the following members: primary school in spector (chairman), a special teacher, a school doctor, a psychologist, a psychiatrist and a social adviser.
Alle undervisningsområder sorterer under undervisningsministeriet.
All forms of education come under the Ministry of Education.
Direktøren for specialundervisningen har ansvar for spørgsmål, der vedrører undervisning af handicappede, derunder forskningsmæssige opgaver, der fortrinsvis løses på Institut Pédagogique (lærerseminarium).
The director of special education is responsible for matters concerning the education of the handicapped, including research assignments. The latter are primarily the field of the Institut Pédagogique (teacher-training college).
Der uddannes årligt ca. 70 lærere til den almindelige skole.
About 70 teachers are trained for ordinary schools each year.
Uddannelsen er 2-årig.
Training is for two years.
Lærerne ved specialundervisning supplerer deres læreruddannelse med en 1-årig videreuddannelse.
Teachers in special education supplement their teacher training by a further one-year course.
Alt efter behov uddannes 38 speciallærere årligt.
Depending upon the need, three to eight special teachers are trained annually.
Dertil kommer uddannelser i udlandet.
Training abroad is also available.
Det modtager indtil 90 pet. statsstøtte og juridisk bistand fra undervisningsministeriet.
Page 90
En stor og to mindre kostskoler for særlig svagtbegavede støttes af familie­ministeriet, men undervisningsministeriet fører det pædagogiske tilsyn.
One large and two smaller boarding schools for mentally retarded children are supported by the Ministry of Family Affairs, although the Ministry of Educa tion is responsible for teaching supervision.
For­ældre eller bopælskommunen deltager i dækning af udgifterne.
Parents and the borough of residence participate in covering costs.
I et vist omfang gør Luxembourg brug af udenlandske institutioner til at løse specialpædagogiske opgaver på områder, hvor landet på grundlag af befolknings­tal ikke kan oparbejde fornøden ekspertice.
Luyembourg makes use, to some extent, of foreign institutions for assistance in special—teaching problems in areas where, because of the size of its population, the country cannot develop the necessary expertise.
Derved har Luxembourg allerede samlet erfaring på et område, hvor ethvert af EF's lande ville kunne drage fordel af samarbejde med hensyn til ekstraordinære undervisningsproblemer, specialpædagogiske uddannelser, forskning og fremstilling af hjælpemidler.
In this manner, Luxembourg has assembled experience from which every EEC Member State could benefit, i.e. unusual educational problems, specialteaching education, research and the manufacture of aids.
Vigtige love og forordninger
Important laws and ordinances
Omsorgen for handicappede børn går tilbage til 1790, da en skole for døvstum­me blev oprettet i Groningen (Kongelig Institution for Døvstumme).
Welfare for handicapped children dates back to 1790, when a school for the deaf and dumb was established at Groningen (Royal Institution for the Deaf and Dumb).
De første katolske og protestantiske institutioner for handicappede blev oprettet hen­holdsvis i 1840 og 1888.
The first Catholic and Protestant institutions for the handicapped were established in 1840 and 1888 respectively.
1808 indrettedes konfessionsfri institution for blinde og 1882 for bevægelses­hæmmede børn.
In 1808 an undenominational institution for blind children was set up, and in 1882 another for motor handicapped children.
Den første dagskole for åndssvage blev taget i brug i 1898.
The first day nursery for the mentally sick was brought into use in 1898.
5 år forinden hav­de man åbnet døgninstitution for åndssvage børn.
Five years earlier a 24-hour institution had been opened for mentally sick children.
Grundskoleloven 1920 (Lager onderwijswet) indeholder bestemmelser om special­undervisning, og i 1923 klassificeres skoler for døvstumme, blinde, åndssvage og hørehandicappede som specialskoler.
The Primary School Law of 1920 (Lager onderwijswet) includes provisions on special education, and in 1923 schools for the deaf and dumb, blind, mentally retarded and those with hearing handicaps were classified as special schools.
1930 føjes hertil skoler for psykopa­tiske og for bevægelseshæmmede.
In 1930 schools for the psychopathic and motor handicapped were added to these.
Dertil kommer yderligere 4 kategorier, som uden at være egentlig handicappede har behov for særlige for­anstaltninger, fordi de er uden regelmæssig skolegang, da deres forældre ikke har fast bopæl (bor på både eller i campingvogne).
Added to these are four categories of those who, without being actually handicapped, are in need of spe cial arrangements because they are without regular schooling, their parents having no fixed address (living on boats or in caravans).
1967 udsendtes kongelig forordning, der ligesom forordningen fra 1949 var baseret på skoleloven af 1920. Den føjer yderligere 4 kategorier til de 16 eksisterende.
In 1967 a Royal Ordinance was issued which, like the 1949 Ordinance, was based on the School Law of 1920.
Desuden åbnes adgang til at udvide specialundervisningen.
Further, the chance is given of extending spe cial education.
Specicialskoler er ofte private, men finansieres af det offentlige.
Special schools are often private, but are financed by the State.
Undervisningspligten indtræder, når barnet er 6 år og vedvarer, indtil det er fyldt 16 år eller har gået 9 år i skole.
Compulsory schooling commences when the child is aged six and continues until he is 16 or has completed nine years at school.
Specialundervisning kan fortsætte derudover.
Special education can continue longer than this.
Det er almindeligt at handicappede går i skole til det 17. år og åndssvage som regel til de er 18 år.
It is normal for the handicapped to go to school until the age of 17, and the mentally sick generally to the age of 18.
En fortsættelse til 20 år er mulig.
It is possible for them to continue to the age of 20.
Der er mulighed for undervisning af handicappede også i alderen 3 til 6 år.
There are also opportunities for educating the handicapped between the ages of three and six.
Placering i en specialskole er ikke obligatorisk.
Placing in a special school is not compulsory.
Det er overladt til foræl­drene at træffe den endelige afgørelse herom.
It is for the parents to make the final decision on this.
Nederlandene har ikke bestemte krav om speciallæreruddannelse for lærere ved specialklasser, men de pågældende skal være kvalificerede til at undervise i grundskolen.
The Netherlands have no specific requirements relating to special education for teachers of special classes, but those concerned must be qualified to teach in primary schools.