Granting Access Arrangements for Learners with Special Educational Needs. One Goal, many possible Approaches

Meier-Popa (Olga)
Swiss Foundation for Special Needs Education, Speichergasse 6, 3001, Berne

 

Submission type

Oral and Poster

Scheduled

Room 208, 12-07-2019, 11:00 - 12:30

Keywords

equal rights, access to education for all, access arrangements, learners with disabilities

Summary

Over 160 countries acceded the Convention on the Rights for People with Disabilities (CRPD, 2006). Professionals and NGOs from these countries are consequently working hard to create the conditions for implementing the principles of this Convention: equal rights, access for all, inclusive education, etc. The fully participation of pupils with disabilities and/or special needs requires the adjustment of the learning conditions, including exams. These access arrangements (in German ‘Nachteilsausgleich’), have to compensate the individual disadvantage of the pupils concerned ensuring equal opportunities.  

School psychologists have a responsibility in proofing the eligibility of learners for access arrangements and in some countries also in determining the adjustment measures. In addition to them, other specialists are also involved in defining the measures and/or putting them into practice: physicians, special needs educators, speech therapists, teachers, etc. Inquiries at the Swiss Special Education Centre show a consensus on the meaning and the purpose of access arrangements, even if the role of the school psychology appears to be different from country to country or as in Switzerland from canton to canton. After the presentation of the context and definition of terms, this workshop offers the opportunity to exchange views and experiences in this matter.

Auteurs