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Differences and Similarities in Special Needs Education in Czechia, Turkey, and Lithuania
- nefnakoeuo
- 27 Eyl 2023
- 23 dakikada okunur
Disclaimer: The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Contents
Introduction
Our project, "Don't Ignore Me," is dedicated to transforming the prevailing negative attitudes held by able-bodied individuals who interact with disabled students within the educational sphere. Our overarching objective is to cultivate awareness about people with disabilities and instigate positive shifts in attitudes. Through these transformative efforts, we aim to alleviate the societal pressures faced by individuals with disabilities and their families, ultimately facilitating smoother integration into society. To achieve these ambitious goals, we have forged close partnerships with teachers, school personnel, parents, and children. Together, we endeavor to forge a supportive, inclusive, and empathetic environment that nurtures students with disabilities and contributes to the emergence of a more equitable and compassionate society.
Redefining Social Spaces:
One of our primary goals is to create an inclusive space where individuals with and without disabilities can engage in shared activities and meaningful interactions. By breaking down physical and psychological barriers that often segregate these groups, we foster an environment where unity and collaboration thrive. Our approach recognizes the value of inclusivity as an essential step toward reshaping societal perceptions.
Fostering Effective Communication:
In our quest to reshape attitudes, we endeavor to facilitate productive communication between the families of individuals with disabilities and those of their typically developing peers. Effective communication channels can bridge gaps in understanding and reduce misconceptions, ultimately leading to more harmonious and empathetic relationships.
Spreading Awareness and Promoting Attitude Change:
Our project operates on the belief that knowledge is a powerful force for change. We are dedicated to ensuring that individuals without disabilities are well-informed about the importance of altering their attitudes toward those with disabilities. Through education and awareness-raising initiatives, we hope to bring a broader societal understanding that embraces diversity and inclusion.
Cultivating Empathy:
Empathy forms the cornerstone of our mission. We believe that by providing opportunities for able-bodied individuals to develop empathy toward their peers with disabilities, we can lay the foundation for a more compassionate and accepting society. This empathy fosters meaningful connections and promotes acceptance, paving the way for improved relationships among all individuals.
Inspiring Positive Change Beyond Schools:
Our efforts extend beyond the school gates. By showcasing successful initiatives within school institutions, we aim to inspire other organizations and institutions to undertake similar efforts in promoting inclusivity and determining a societal shift in attitudes. Through our work, we seek not only to effect change within schools but also to inspire a broader movement toward inclusion and empathy for individuals with disabilities throughout society.
The Principles and Objectives of SNE
The Principles and Objectives of Special Needs Education (SNE)
Special Needs Education (SNE) in Czechia, Turkey, and Lithuania is guided by a set of principles and objectives that reflect their commitment to inclusive and equitable education for all students, regardless of their abilities or disabilities. Here, we delve into the specific principles and objectives that shape SNE in these three countries while highlighting key similarities and differences.
Czechia's approach to SNE is deeply rooted in the principle of inclusive education. The country's legislation, as outlined in the "S2030" strategy, emphasizes the importance of providing quality education for all students, regardless of their special needs. The core objective is to ensure that students with disabilities are integrated into regular schools, fostering an environment where diversity is celebrated.
Czechia recognizes that inclusive education not only benefits students with disabilities but also enriches the educational experience for all students. The focus is on creating an inclusive and supportive environment within mainstream schools, where students can learn side by side and develop a sense of belonging.
Turkey's approach to SNE is underscored by a comprehensive legal framework, including the "Special Education Law" and various regulations. These legal instruments are rooted in the principles of non-discrimination, equal opportunities, and social justice. The fundamental objective is to protect the rights of individuals with disabilities and provide them with equal access to quality education.
In Turkey, SNE is not limited to a separate system but seeks to promote the inclusion of students with disabilities into mainstream schools. The principle of inclusion is strongly emphasized, reflecting a commitment to reducing disparities and ensuring that SNE students can fully participate in society.
Lithuania is in the process of transitioning toward inclusive education. The country's commitment to this transition is reflected in its policies and actions, which aim to provide equal opportunities for SNE students within mainstream schools. While the legal framework, such as the "Fundamental Principles of Education," is in place, there are ongoing efforts to fully realize inclusive education.
The objective in Lithuania is to create an educational system where all students, including those with disabilities, can learn together and receive support tailored to their individual needs. This approach aligns with the broader European perspective on inclusive education.
Comparison of Czechia, Turkey and Lithuania SNE
Inclusivity: Czechia and Turkey both prioritize inclusive education, aiming to integrate SNE students into regular schools. Lithuania is also moving in this direction but is still in the process of fully implementing inclusive practices.
Legal Framework: Turkey has a well-established legal framework specifically dedicated to SNE, providing comprehensive protection and support. Czechia and Lithuania rely on broader education strategies and principles that encompass SNE within the context of inclusive education.
Transition to Inclusive Education: Lithuania is actively working on transitioning to inclusive education, while Czechia and Turkey have made more significant progress in this regard.
Focus on Rights: Turkey's SNE approach places a strong emphasis on protecting the rights of individuals with disabilities, ensuring equal opportunities, and fostering social justice.
In summary, while all three countries share a commitment to inclusive education, Czechia and Turkey have made greater strides in integrating SNE students into mainstream schools. Lithuania is in the process of aligning its policies and practices with inclusive education principles. Turkey stands out with its comprehensive legal framework dedicated to SNE, emphasizing the rights and equal opportunities of individuals with disabilities.
The Rights of Special Needs Education (SNE) Students
General EU and UN Policy:
The European Union (EU) and the United Nations (UN) share a commitment to upholding the rights and well-being of children with disabilities, including those in the context of Special Needs Education (SNE). Both entities underscore the principles laid out in international human rights instruments, such as the Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities (CRPD).
The EU and UN advocate for the full inclusion and active participation of children with disabilities in all aspects of life, including education. This entails promoting their right to non-discrimination, equal opportunities, accessibility, and participation in decisions affecting them. The core principle is that children with disabilities should enjoy the same human rights and fundamental freedoms as their peers without disabilities. In the realm of education, this means advocating for inclusive education systems that accommodate diverse needs and abilities.
Specific Policies in Turkey:
In Turkey, specific policies and legal instruments align with the EU and UN directives regarding the rights of SNE students. Turkey ratified the CRPD in 2009, reflecting its commitment to promoting the rights and dignity of individuals with disabilities.
Turkish legislation, including the "Special Education Law" and the "Law on Disabled People," enshrines the principles of non-discrimination, equal opportunities, and social inclusion for individuals with disabilities, including SNE students. These laws emphasize the importance of integrating SNE students into mainstream education, providing them with the support they need to access quality education, and ensuring their participation in society on an equal footing.
Specific Policies in Czechia:
In Czechia, policies regarding the rights of SNE students align closely with EU and UN principles. Czechia ratified the CRPD in 2009, further affirming its commitment to the rights of individuals with disabilities.
Czech legislation, as outlined in the "S2030" strategy, emphasizes the importance of inclusive education. It underscores the right of children with disabilities to attend regular schools and the responsibility of the educational system to provide the necessary accommodations and support. The principles of non-discrimination, equal opportunities, and accessibility for SNE students are central to Czechia's educational policies.
Specific Policies in Lithuania:
Lithuania is also dedicated to upholding the rights of SNE students in line with EU and UN guidelines. Lithuania ratified the CRPD in 2010, signaling its commitment to ensuring the rights and well-being of individuals with disabilities.
Lithuanian policies, including the "Fundamental Principles of Education," reflect a commitment to inclusive education. The focus is on creating an educational environment where SNE students can fully participate, receive individualized support, and access the same educational opportunities as their peers without disabilities. The principles of non-discrimination, accessibility, and equal opportunities underpin Lithuania's approach to SNE.
Comparison and Support for EU and UN Policy: All three countries—Turkey, Czechia, and Lithuania—demonstrate alignment with EU and UN policies on the rights of SNE students. They emphasize non-discrimination, equal opportunities, and inclusion within their respective SNE policies and legal frameworks. By upholding these principles, these countries not only support the broader EU and UN strategic policy but also work toward fostering a more inclusive and equitable educational landscape for children with disabilities within their national contexts.
Definition of SNE Students
General EU Definition: The European Union (EU) provides a broad and inclusive definition of Special Needs Education (SNE) students that aligns with international standards. According to the EU's general perspective, SNE students encompass a diverse group of individuals with disabilities, learning difficulties, or special educational needs that require tailored support to fully access and benefit from the educational system. The EU emphasizes the importance of accommodating this diversity within mainstream education, promoting inclusion, and fostering an equitable learning environment.
Specific Definitions in Target Countries:
Turkey: In Turkey, the definition of SNE students closely aligns with the EU's overarching perspective. Turkish policies, as outlined in the "Special Education Law" and related regulations, encompass a wide range of disabilities and special needs. These may include physical, sensory, intellectual, or emotional impairments that affect a student's ability to participate in regular educational settings. The emphasis in Turkey is on recognizing and addressing the unique needs of these students, with a strong focus on inclusive education.
Czechia: Czechia shares a similar understanding of SNE students, encompassing students with various disabilities and special educational needs. The "S2030" strategy emphasizes the importance of providing equal educational opportunities for all students, regardless of their abilities. The country's inclusive education approach acknowledges that SNE students can include those with physical, intellectual, sensory, or emotional disabilities. Czechia's focus is on creating a supportive and inclusive environment within mainstream schools.
Lithuania: Lithuania's definition of SNE students also adheres to the broad EU perspective. The "Fundamental Principles of Education" recognize students with a range of disabilities and special needs, encompassing physical, intellectual, sensory, or emotional impairments. Lithuania's approach centers on inclusive education, acknowledging the need to provide individualized support to ensure that SNE students can participate fully in mainstream educational settings.
Comparison: Across Turkey, Czechia, and Lithuania, there is a notable convergence in the definition of SNE students. All three countries encompass a wide spectrum of disabilities and special needs within their educational frameworks. This alignment reflects their commitment to inclusive education and ensuring that SNE students receive the support and accommodations necessary for their educational success. While there may be nuanced differences in how each country implements policies and provides support, the core understanding of SNE students remains consistent with the broader EU perspective, emphasizing diversity, inclusion, and equity within education.
Placement in Special Education
Turkey: In Turkey, the placement of students in special education settings is a carefully considered process that involves several steps and considerations. Students who may be placed in special education typically have disabilities or special needs that require specialized instruction and support. This can include students with physical disabilities, sensory impairments, intellectual disabilities, or emotional and behavioral disorders.
The placement process begins with the identification and assessment of the student's needs. Educational professionals, including special education teachers and counselors, collaborate with parents and guardians to evaluate the student's abilities and requirements. This assessment process helps determine whether a student should be placed in a special education school or integrated into mainstream education with additional support.
Once the decision is made to place a student in special education, an Individual Education Plan (IEP) is developed. The IEP outlines the student's specific learning goals, the support services they will receive, and any necessary accommodations or modifications to the curriculum. This plan is a collaborative effort between educators, parents, and specialists.
The paperwork involved in the placement process includes documenting the assessment results, the IEP, and any relevant medical or psychological reports. These documents serve as a foundation for providing the appropriate support and services to the student in their special education setting.
Czechia: In Czechia, the placement of students in special education also follows a systematic procedure. Students who may be placed in special education can have various disabilities, such as physical disabilities, intellectual disabilities, sensory impairments, or learning difficulties.
The process typically begins with the identification and assessment of the student's educational needs. Educational psychologists, special educators, and other professionals evaluate the student's abilities and challenges. The assessment is collaborative and involves parents or guardians to gather comprehensive information about the student's needs.
After assessment, if it is determined that a student would benefit from special education, an Individual Education Plan (IEP) is developed. The IEP outlines the specific educational goals for the student, the support services they will receive, and any necessary adaptations to the curriculum.
The paperwork required for placement includes documentation of the assessment results, the IEP, and any relevant medical or psychological reports. These documents serve as a basis for providing tailored support to the student in their special education setting.
Lithuania: In Lithuania, the placement of students in special education follows a similar systematic approach. Students who may be placed in special education typically have disabilities or special needs, which can range from physical disabilities to intellectual disabilities, sensory impairments, or emotional and behavioral disorders.
The placement process begins with the identification and assessment of the student's needs. Educational professionals, including special educators and counselors, work collaboratively with parents or guardians to assess the student's abilities and requirements. This assessment process helps determine whether a student should be placed in a special education school or integrated into mainstream education with additional support.
Once the decision is made to place a student in special education, an Individual Education Plan (IEP) is developed. The IEP outlines the student's specific learning objectives, the support services they will receive, and any necessary adjustments to the curriculum. The IEP is a collaborative effort involving educators, parents, and specialists.
The paperwork involved in the placement process includes documenting the assessment results, the IEP, and any relevant medical or psychological reports. These documents are essential for tailoring the appropriate support and services to the student in their special education setting.
In summary, the placement of students in special education in Turkey, Czechia, and Lithuania involves a comprehensive assessment process, the development of an Individual Education Plan (IEP), and the documentation of assessment results and other relevant reports. The placement decision is made collaboratively, involving educators, parents, and specialists, to ensure that students receive the appropriate support and services for their unique needs and abilities.
Forms of Special Education
Turkey: In Turkey, special education encompasses a variety of forms tailored to meet the diverse needs of students with disabilities and special needs. Special education schools and programs are available to cater to these specific needs.
Special Education Schools (Özel Eğitim Okulları): These schools are dedicated exclusively to students with disabilities. They provide specialized instruction and support for students with various disabilities, including physical disabilities, intellectual disabilities, sensory impairments, and emotional and behavioral disorders. Some notable special education schools in Turkey include the "Özel Eğitim ve Rehabilitasyon Merkezi" (Special Education and Rehabilitation Center) and the "Özel Eğitim İş Uygulama Merkezi" (Special Education Vocational Training Center).
Integration into Mainstream Schools: Turkey places a strong emphasis on integrating students with disabilities into mainstream education whenever possible. Students with disabilities may attend regular schools with additional support services, accommodations, and individualized education plans (IEPs) to address their specific needs.
Czechia: Czechia also offers various forms of special education to cater to the diverse needs of students with disabilities.
Special Schools (Speciální školy): These schools are designed specifically for students with disabilities and special educational needs. They are categorized based on the type of disability they address, such as physical disabilities, intellectual disabilities, or sensory impairments. Examples include the "Speciální škola pro sluchově postižené" (Special School for the Hearing Impaired) and the "Speciální škola pro žáky s mentálním postižením" (Special School for Students with Intellectual Disabilities).
Integrated Education: Czechia encourages the integration of students with disabilities into mainstream schools whenever feasible. Support measures, including the presence of special educators and individualized support plans, facilitate the inclusion of these students in regular classrooms.
Lithuania: In Lithuania, special education is evolving to promote inclusive practices while also providing support through specialized institutions.
Inclusive Education in Mainstream Schools: Lithuania is actively transitioning toward inclusive education. Students with disabilities are encouraged to attend mainstream schools, where they receive individualized support and accommodations. Special educators and therapists work collaboratively with classroom teachers to meet the unique needs of these students.
Resource Centers and Special Schools: Lithuania maintains resource centers and special schools for students with more complex needs. These centers and schools provide intensive support and therapy for students with disabilities, including those with severe intellectual disabilities or complex medical needs.
While the specific names of special education schools may vary by region and municipality, the underlying goal in Turkey, Czechia, and Lithuania is to provide a range of educational options that cater to the unique needs of students with disabilities. These forms of special education reflect the commitment of each country to promote inclusive practices while also ensuring that students with disabilities receive the specialized support they require to thrive academically and socially.
Individual Integration
Turkey: In Turkey, individual integration of students with disabilities into mainstream schools is facilitated through a collaborative effort involving various professionals and institutions.
Special Education Teachers (Özel Eğitim Öğretmenleri): Special education teachers play a vital role in individual integration. They work closely with classroom teachers to develop and implement Individual Education Plans (IEPs) tailored to each student's specific needs. Special education teachers also provide one-on-one or small-group support to help students with disabilities succeed academically.
Special Education and Rehabilitation Centers (Özel Eğitim ve Rehabilitasyon Merkezi): These centers offer services such as assessment, therapy, and counseling to students with disabilities. They collaborate with schools and parents to design individualized support programs. An example of such a center is the "Özel Eğitim ve Rehabilitasyon Merkezi" in Ankara.
Ministry of National Education (Milli Eğitim Bakanlığı): The Ministry plays a pivotal role in coordinating and overseeing inclusive education practices. It sets guidelines and regulations to ensure that students with disabilities are integrated effectively into mainstream schools.
Czechia promotes individual integration of students with disabilities into mainstream schools, facilitated by a network of professionals and institutions.
Integration Assistants (Asistenti integrace): Integration assistants are professionals who work directly with students with disabilities in mainstream classrooms. They provide one-on-one support, helping students navigate the curriculum and adapt to the learning environment.
School Counseling Centers (Školní poradenská zařízení): These centers offer psychological and educational support to students with disabilities. They work closely with schools to develop individualized plans and strategies for students with diverse needs.
The Czech School Inspectorate (Česká školní inspekce): This institution oversees the quality and effectiveness of inclusive education in Czechia. It ensures that schools are implementing inclusive practices and providing the necessary support for students with disabilities.
Lithuania is actively promoting individual integration of students with disabilities into mainstream schools, involving a range of professionals and institutions.
Special Educators (Specialinio pedagogo): Special educators are trained to provide individualized support to students with disabilities within mainstream classrooms. They collaborate with classroom teachers to adapt teaching methods and materials to meet each student's unique needs.
Educational Support Services (Švietimo pagalbos tarnybos): These services offer a range of support, including speech therapy, psychological counseling, and other specialized assistance to students with disabilities. They work closely with schools to develop strategies for individual integration.
Lithuanian Disability Forum (Lietuvos neįgaliųjų forumas): This non-governmental organization advocates for the rights of individuals with disabilities, including access to inclusive education. They collaborate with schools and government agencies to ensure that students with disabilities are fully integrated and receive the necessary support.
In all three countries, individual integration is supported by a network of professionals, institutions, and government bodies dedicated to ensuring that students with disabilities have equal access to quality education within mainstream schools. These professionals and institutions collaborate closely to develop and implement strategies that address the unique needs of each student.
Group Integration
Turkey: In Turkey, group integration refers to the practice of bringing together students with disabilities and their typically developing peers in various educational and extracurricular activities. This approach fosters social interaction, understanding, and cooperation among students of diverse abilities. Here are some key details about group integration in Turkey:
Peer Support Programs: Many schools in Turkey implement peer support programs where typically developing students (peer buddies) are paired with students with disabilities. These peer buddies provide companionship, assistance, and friendship to their peers with disabilities, helping them feel included and valued.
Inclusive Extracurricular Activities: Schools often organize inclusive extracurricular activities such as sports, arts, and clubs where students with and without disabilities can participate together. These activities promote teamwork, cooperation, and friendships among students.
Collaboration with Special Education Teachers: Special education teachers play a vital role in facilitating group integration. They collaborate with classroom teachers to design activities that accommodate the needs and abilities of all students, ensuring that group integration is meaningful and beneficial for everyone.
Czechia: Group integration in Czechia focuses on creating a welcoming and inclusive environment within mainstream schools, where students with disabilities interact with their typically developing peers. Here are some details about group integration in Czechia:
Classroom Integration: In many Czech schools, students with disabilities are integrated into regular classrooms alongside their typically developing peers. Special educators work closely with classroom teachers to adapt teaching methods and materials, ensuring that all students can participate and learn together.
Social Inclusion Activities: Schools organize various social inclusion activities and events where students with and without disabilities come together. These activities promote friendships and foster a sense of belonging among all students.
Peer-Mediated Support: Peer-mediated support is encouraged, where students without disabilities assist their peers with disabilities in various tasks, fostering a sense of cooperation and understanding.
Lithuania: Lithuania is actively working on promoting group integration as part of its transition toward inclusive education. Here are some details about group integration in Lithuania:
Inclusive Classroom Practices: In mainstream classrooms, students with disabilities are encouraged to actively participate in group activities and discussions. Teachers use inclusive teaching methods to engage all students and promote interaction.
Inclusive Extracurricular Activities: Schools in Lithuania offer a range of inclusive extracurricular activities, such as sports, arts, and cultural events, where students of all abilities can participate and collaborate.
Buddy Systems: Some schools implement buddy systems, where typically developing students support their peers with disabilities in academic and social settings. This approach enhances social interaction and fosters friendships.
Teacher Training: Teachers receive training in inclusive practices to effectively facilitate group integration and create a positive learning environment for all students.
In all three countries, group integration is viewed as a crucial aspect of inclusive education, aiming to create an inclusive and supportive atmosphere where students of diverse abilities learn, grow, and socialize together. These practices not only benefit students with disabilities but also contribute to building more empathetic, inclusive, and accepting school communities.
Other Forms of Special Education
Turkey: In Turkey, in addition to special education schools and individual integration, there are various other forms of special education designed to cater to the specific needs of students with disabilities:
Rehabilitation Centers (Rehabilitasyon Merkezleri): These centers provide comprehensive rehabilitation services to individuals with disabilities, including physical and sensory impairments. Services may include physiotherapy, occupational therapy, speech therapy, and psychological counseling. To attend a rehabilitation center, individuals typically require a referral from a medical professional, and the specific requirements vary based on the type and severity of the disability.
Autism Centers (Otizm Merkezleri): These centers specialize in providing education and support to individuals with autism spectrum disorders (ASD). Services include behavior therapy, speech therapy, and social skills training. Students attending autism centers often receive an autism diagnosis from a healthcare professional.
Blind and Visually Impaired Schools (Görme Engelliler Okulları): These schools are dedicated to students with visual impairments. Students must have a visual impairment diagnosis to attend. These schools provide specialized instruction in braille, orientation and mobility, and adaptive technology.
Deaf and Hard of Hearing Schools (İşitme Engelliler Okulları): These schools cater to students with hearing impairments. Students with significant hearing loss may attend these schools, where they receive instruction in sign language and communication support.
Czechia also offers various specialized forms of special education to address the diverse needs of students with disabilities:
Language Schools (Jazykové školy): Language schools cater to students with speech and language disorders. Students who require speech therapy and specialized language instruction attend these schools. Admission typically requires an assessment and diagnosis by a speech therapist or other relevant professionals.
Practical Schools (Praktické školy): Practical schools are designed for students with mild to moderate intellectual disabilities. These schools focus on life skills and vocational training, preparing students for employment and independent living. Admission is based on assessment and diagnosis.
Residential Schools (Internátní školy): Residential schools are available for students with severe disabilities, including those with complex medical needs. These schools provide 24/7 care and education. Admission often requires an assessment and a determination of the student's need for residential services.
Lithuania:In Lithuania, there is a growing emphasis on inclusive education, but specialized forms of special education still exist:
Special Schools (Specialiosios mokyklos): Special schools cater to students with severe and profound intellectual disabilities, as well as complex medical needs. Admission typically requires an assessment by a team of professionals and a determination that the student's needs cannot be met in mainstream schools.
Resource Centers (Išteklių centrai): Resource centers provide support and services to students with disabilities who are integrated into mainstream schools. They offer specialized assistance, including speech therapy, psychological counseling, and adapted materials.
Centers for Students with Autism (Autizmo centrų): These centers offer specialized education and therapy for students with autism spectrum disorders. Students attending these centers often have a diagnosis of autism.
Language Schools (Kalbos mokyklos): Language schools cater to students with speech and language disorders. Admission typically requires an assessment and diagnosis by speech therapists or other relevant professionals.
The specific requirements for attending these specialized forms of special education in each country can vary based on the type and severity of the disability. Assessment by professionals and diagnosis are common prerequisites for admission.
Organization of Special Education
Turkey: In Turkey, the organization of special education involves a comprehensive system of policies, institutions, and support measures to ensure that students with disabilities receive quality education and support. Here are some key details about the organization of special education in Turkey:
Ministry of National Education (Milli Eğitim Bakanlığı): The Ministry of National Education is responsible for overseeing and coordinating special education services in Turkey. It sets policies and regulations to ensure the inclusion of students with disabilities in the education system.
Regional Directorate of Special Education (Özel Eğitim Hizmetleri Genel Müdürlüğü): Turkey has regional directorates of special education that manage and oversee special education services at the regional level. These directorates work closely with schools, educators, and families to ensure the effective implementation of special education programs.
Special Education Teachers (Özel Eğitim Öğretmenleri): Special education teachers are trained professionals who work in various educational settings, including special education schools, mainstream schools, and resource centers. They are responsible for developing Individual Education Plans (IEPs) for students with disabilities and providing tailored instruction and support.
Educational Counselling Facilities (Eğitim Danışma Merkezleri): These facilities provide counseling and guidance services to students with disabilities and their families. They offer support in making educational decisions, accessing resources, and navigating the special education system.
Teacher Assistants (Öğretmen Yardımcıları): Teacher assistants often work alongside special education teachers to provide additional support to students with disabilities in the classroom.
Special Education and Rehabilitation Centers (Özel Eğitim ve Rehabilitasyon Merkezleri): These centers offer comprehensive services, including assessment, therapy, and counseling, to students with disabilities. They collaborate with schools and parents to develop individualized support programs.
Individual Education Plans (IEPs): IEPs are customized plans developed for each student with disabilities. They outline the student's specific learning goals, support services, and accommodations. Special education teachers, along with parents and relevant professionals, are responsible for creating and implementing IEPs.
Inclusive Education Initiatives: Turkey is actively promoting inclusive education practices, aiming to integrate students with disabilities into mainstream schools whenever possible. This involves providing additional support, adapting the curriculum, and fostering an inclusive school environment.
Czechia's organization of special education focuses on ensuring that students with disabilities have access to quality education within the inclusive education framework:
Ministry of Education, Youth, and Sports (Ministerstvo školství, mládeže a tělovýchovy): The ministry is responsible for educational policies, including inclusive education and support for students with disabilities.
Czech School Inspectorate (Česká školní inspekce): The Czech School Inspectorate monitors and evaluates the quality of education, including inclusive practices, in schools across the country.
Special Educators (Speciální pedagogové): Special educators are trained professionals who work in mainstream schools to support students with disabilities. They collaborate with classroom teachers and adapt teaching methods and materials to meet the individual needs of students.
Resource Centers (Resource Centre for Inclusive Education): Resource centers provide support to mainstream schools and teachers, offering guidance, materials, and expertise on inclusive education practices.
Individual Education Plans (IEPs): Similar to Turkey, Czechia utilizes IEPs to create customized plans for students with disabilities. These plans outline specific goals, support services, and adaptations.
Lithuania: In Lithuania, there is a growing emphasis on inclusive education within the organization of special education:
Ministry of Education, Science, and Sport (Švietimo, mokslo ir sporto ministerija): The ministry is responsible for shaping education policies, including inclusive education practices and support for students with disabilities.
Special Educators (Specialiniai pedagogai): Special educators work in mainstream schools to provide individualized support to students with disabilities. They collaborate with classroom teachers and offer specialized guidance.
Resource Centers (Išteklių centrai): Resource centers in Lithuania support mainstream schools by providing training, materials, and expertise related to inclusive education and supporting students with disabilities.
Inclusive Education Initiatives: Lithuania is actively transitioning to inclusive education practices, aiming to integrate students with disabilities into mainstream schools. This involves adapting the curriculum, providing individualized support, and fostering inclusive school environments.
In all three countries, the organization of special education is characterized by a commitment to inclusive practices, support for students with disabilities, and collaboration among educators, professionals, and government bodies to ensure that every student has access to quality education tailored to their needs.
Summary of the differences and similarities in SEN Education in Turkey, Czechia, and Lithuania
In the pursuit of inclusive and equitable education, Turkey, Czechia, and Lithuania have made significant strides in organizing and implementing Special Needs Education (SNE) systems that prioritize the rights, needs, and development of students with disabilities. While each country exhibits unique approaches, they all share a common commitment to fostering inclusive environments that allow every child to reach their full potential.
One of the fundamental principles binding these nations is their adherence to international and regional guidelines, particularly those set forth by the European Union (EU) and the United Nations (UN). This commitment ensures that the rights of SNE students are protected and upheld. The overarching principles of non-discrimination, equal opportunities, accessibility, and inclusion guide their policies and practices.
The definition of SNE students in these countries encompasses a broad spectrum of disabilities and special needs, mirroring the inclusive ethos. These definitions harmonize with the general EU stance and emphasize the importance of individualized support tailored to each student's unique requirements. Students with physical disabilities, intellectual disabilities, sensory impairments, and emotional or behavioral disorders are all considered under this umbrella, ensuring that no child is left behind.
Placement in special education is a meticulous process involving assessment, collaboration among professionals, and the development of Individual Education Plans (IEPs). These documents serve as roadmaps for providing students with the necessary support and accommodations. Whether through special education schools, integration into mainstream classrooms, or the provision of specialized services, these countries ensure that students with disabilities receive tailored educational experiences.
Moreover, Turkey, Czechia, and Lithuania showcase a dedication to group integration, fostering a culture of inclusion and understanding among students with diverse abilities. Peer support programs, inclusive extracurricular activities, and collaboration among professionals work in tandem to create a nurturing environment where students learn and grow together. This emphasis on social integration is key to combating stigmas and building more empathetic and accepting societies.
In addition to individual and group integration, these countries offer various specialized forms of special education to address the unique needs of students with disabilities. Rehabilitation centers, autism centers, and schools for the blind and visually impaired cater to specific disabilities, ensuring that students receive the precise support and services they require.
The organization of special education in Turkey, Czechia, and Lithuania is characterized by comprehensive systems comprising government bodies, educational professionals, support services, and inclusive practices. These systems align with international best practices, promoting the rights and well-being of SNE students and paving the way for more inclusive societies.
In conclusion, while Turkey, Czechia, and Lithuania have distinct cultural and historical backgrounds, they share a common vision of promoting inclusive and equitable education for all. Their commitment to upholding the rights of SNE students, fostering inclusive environments, and providing tailored support exemplifies their dedication to creating a future where every child, regardless of their abilities, has the opportunity to thrive and contribute to society. Through their ongoing efforts and collaboration, these countries continue to make strides toward a more inclusive and compassionate world.
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Pesen, A. (2020, March 27). ÖZEL EĞİTİM DERSİ ALAN ÖĞRETMEN ADAYLARININ “ÖZEL EĞİTİM” VE “ÖZEL EĞİTİME İHTİYAÇ DUYAN BİREY” KAVRAMLARINA İLİŞKİN ALGILARI. https://dergipark.org.tr/tr/pub/sosekev/issue/72156/1161452
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