1. THEOSKEPASTI SPECIAL SCHOOL www2.cytanet.com.cy/theoskepasti Principal: Stelios Hadjigiannis Coordinator: Nefi Charalambous – Darden Tartu – Esonia 06-05-06

2. The Cyprus Educational System PRE – PRIMARY EDUCATION (NURSERY SCHOOL) 6 – 12 YEARS OLD PRIMARY EDUCATION6 YEAR ATTENDANCE 12 – 15 YEARS OLD GYMNASIUM3 YEAR ATTENDANCE 15 – 18 YEARS OLD COMPREHENSIVE LYCEUM TECHNICAL EDUCATION 3 YEAR ATTENDANCE OPTIONAL EDUCATION COMPULSORY EDUCATION OPTIONAL EDUCATION UNIVRISTIES – POLYTECHNICS OTHER INSTITUTIONS OF THE TERTIARY EDUCATION OPTIONAL EDUCATION3 – 6 YEARS OLD

3. Pri - Primary Education (Nursery Schools) Three types of schools: - Public kindergarten - Communal kindergarten which are supported by community and parental involvement - Private kindergarden

4. Primary Education Four types of schools - One – teacher schools - Two – teachers schools - Schools with there to five teachers in small rural communities - Schools with six or more teachers in urban areas and large rural communities

5. Historical Law Background The present provision for children with special need in Cyprus has emerged through three main landmarks: a) The establishment of special schools for meeting the needs of children with more severe disabilities (1962) b) The 47-1979 Law for special education c) The integration of children with special needs in the ordinary schools – Law 113(1)/1999 and 185(1)/2001 * The education in both ordinary and special school at the same time (unofficial landmark)

6. Historical Special Education schools- classrooms 1929 – School for the blind 1953 – School for the deaf 1960 – Special education class in a regular school for learning disabled 1960 and 1970 – Special education schools for learning disabled

7. Important Laws Early Detection of Children with Special Needs 185(1)/2001 Training and Education of Children with Special Needs 186(1)/2001

8. According to 185 and 186/2001 Law a child is considered to have special educational needs if he/she has a significantly greater difficulty in learning than the majority of children of a similar age or if a disability prevents or impedes him/her from using the standard educational facilities and resources available in mainstream schools. special educational services are provided free of charge by the State to those children in need of them between the ages of 3 and 18 years, (extension of education up to 21 years can be provided where it is deemed necessary).

9. The key elements of the law are 1. The defining for each individual child of what special education is for him/her, the process for its implementation and the place where it should take place (mainstream school, special unit or special school). 2. The establishment of Committees for Special Education (Central Committee, District Committees, Board for Special Education and Training). 3. The development of a mechanism for recognizing children with special needs.

10. 4. The reduction of the total number of students within a class where a child or children with special needs is/are placed. 5. The development and implementation of assessment procedures for every child with special needs. 6. The recruitment of coordinating officers to coordinate and oversee the implementation of the special educational program recommended for each child.

11. 7. The differential assessment of the educational progress of children with special needs according to their individual differences. 8. The right of parents to appeal against the decision of the Committee for Special Education. 9. The provision of placements for those children in need of special education, in mainstream classrooms, special units within mainstream schools or in public schools for special education according to their individually assessed needs.

12. 10. The legal framework for the functioning of private schools for special education. 11. The establishment of a coordinating special education services committee (Caretaker Committee).

13. Special Statistics Today Special education services currently offer two following types of educational programs: Individualized help for 3452 children within the mainstream of education primary schools offered by specialist teachers Individualized help to 338 children with severe special needs who attend special schools.

14. Integration Children with SN are educated in public schools, which are equipped with the suitable infrastructure, according to the Law for special education The majority of children with special educational needs are educated within the mainstream classroom Special educational provision may also be given in special units at mainstream schools

15. Special Schools Children with severe difficulties are educated in special schools, which are equipped with the appropriate staff (psychologists, speech therapists, doctors, physiotherapists and other specialists as well as auxiliary staff) in order to support and provide essential means to achieve their mission.

16. Special Education Schools Today 6 regional special schools for children with severe learning difficulties 1 school for children with emotional and behavioral difficulties 1 school for children with visual impairments 1 for children with hearing impairments

17. Regular schools and special schools Are responsible to provide adaptations and facilities for children with special needs In the Regulations it is reported that all schools (public and private), in which children with special needs study, should fulfil the building specifications of the Regulations The State is responsible for making school buildings accessible for pupils with special needs

18. Financing Funding for special needs is mainly provided by the government The State is obliged to equip special schools or mainstream schools where special education is provided, with all the required equipment and staff, according to the provisions of the Law The number of the staff and the budgets for each school depend on the number of pupils and the provisions at the school. The Local Education Authorities are financed by the Government to pay for school assistants for pupils in special units or mainstream schools that need, according to the District Committees, this provision Special individual equipment for the child (wheel chairs, special seats, assistive technology) is also provided by the State, according to the child’s evaluation

19. Identification of Special Needs Any person is responsible to acknowledge to the District Committee each case, came to his/her knowledge or notice of a child who may have special needs

20. District Committee Has the duty: to efficiently evaluate the needs of any child considered to have special needs, wherever that child attends classes or stays provides all the necessary measures in terms of curriculum adaptation, technical and staffing support for the effective education of the children within a mainstream setting decides that a child is in need of special education and training or facilities It also decides whether special education and training shall be provided in mainstream classroom, in a special unit in mainstream schools or in a special school

21. Evaluation is conducted by a multidisciplinary team, including a child psychologist, an educational psychologist, a teacher of special education, a doctor, a speech therapist and any other specialist, as the case may need The parents of the child to be evaluated have the right to attend during the evaluation and to participate alone or with a specialist

22. After the Evaluation parents are informed of the decisions concerning their child, taken by the Committee they have the right of appeal to a Central Committee for special education and training Where a child can follow aspects of the mainstream curriculum this will be accommodated. Where a child presents a specific disability e.g. a visual, hearing or mobility impairment specific training and therapeutic interventions will be part of the curriculum. The prevailing philosophy is that the child should receive an education suited to his/her developmental needs

23. Special Needs Education within the Education System Mainstream School System Special School System

24. Mainstream School System Individual Special units

25. Special educators run special units at mainstream schools or are peripatetic is part of the child’s education must cooperate and interact with the classroom teacher of the child in the development and delivery of an individualized education program for the child during the development will make every effort to ensure that the child is fully involved in all school and class activities Are considered part of the teaching staff of the school in much the same way as the music, physical education or art teacher

26. Children attend ordinary schools, special units or special schools with appropriate infrastructure adopted to their own needs and to their individual program, which is setup by the Special Education Coordinators (SENCOs)in cooperation with the teachers and parents of the child majority attend mainstream schools and follow the normal curriculum which may be adjusted to suit their particular needs The same officials supervise the child’s progress.

27. Individual Education Plan (I.E.P.) developed by the education team determine what instructional methodology will be implemented for the child include not only academic subjects but also areas of self-help skills, social skills, vocational training and anything that may assist the person in his/her holistic development

28. Coordinators of special education (SENCOs or special needs advisers) offer guidance both in special schools as well as in mainstream schools offering advice and support to special teachers cooperating with teachers and administrators in ordinary schools and with other professionals After assessment and diagnosis is made, special needs advisers visit both special as well as ordinary schools and offer advice and suggestions to school staff, parents and children

29. Special School System children attending special schools follow contains a major element of self-help and independence skills social and emotional skills development recreational skills communication skills vocational training Special schools usually function with classes of no more than six children with much individual work

30. Special Education Institutions Run by: Ministry of Labour Charity The students attend here are mostly severe handicapped.

31. Shelter Workshops Run by: Ministry of Labour Charity The students attend here are over 21.

32. Houses in the Community Run by: Ministry of Labour Charity There are 3-4 persons per house. There is a couch for assisting them.