Sonderpädagogischen Förderbedarf feststellen

Support is a basic principle of pedagogical action and the starting point for teaching, education and upbringing in all general education schools. It is the task of every school to create favorable learning conditions for all pupils in order to counteract the threat of performance failure and other impairments and to reduce their effects.

Before a school considers determining special educational needs, it is required to identify all the support measures necessary for the pupil, to document these in support plans and to show the parents/guardians the options for the best possible support. The proposed support measures are agreed with the parents/guardians. The support and development must be documented in a comprehensible manner.

If there is an extensive impairment that cannot be compensated for by educational support measures alone, it is possible to apply for an assessment of special educational needs.

Pupils with special educational needs are those who are so severely restricted in their development, learning and educational opportunities that they require additional special educational measures in class to ensure their learning success.

Special educational needs vary in severity and can be present in the following key areas:

1. Learning
2. language
3. Emotional and social development
4. vision
5. hearing
6. Physical and motor development
7. Mental development
8. Teaching sick pupils.

The determination of special educational needs forms the basis for the subsequent development of special educational support planning and serves to deploy teachers with special educational skills.

Special educational diagnostics are carried out by the central department for diagnostics and school psychology of the responsible school authority. Based on the results of the diagnosis, case-related support is provided by qualified specialist staff.

At the request of the legal guardians, the general or vocational school, the responsible school authority determines the special educational needs. The basis for the decision on the type, scope and duration and on the requirements for appropriate teaching is a special educational report obtained by the responsible school authority. Parents/guardians are entitled to comprehensive advice.

Prior to the determination of special educational needs, the responsible school must describe in the school report which support measures have been taken to date in order to meet the mandate of the general school in accordance with § 34 Paragraph 3 SchulG M-V.

The responsible school authority arranges for the identification of special educational needs in the general school via the Central Department for Diagnostics and School Psychology (ZDS). The ZDS is made up of psychologists and diagnosticians from various special educational disciplines. The ZDS records, checks and processes applications for the determination of special educational needs. The ZDS also takes on an advisory role in the special educational needs assessment process. The ZDS prepares a special educational report. Expert opinions from non-school diagnostic and advisory centers, such as socio-educational, specialist medical and psychological reports, are given appropriate consideration.

On the basis of the report and the recommendation of the ZDS, the responsible school authority makes a final recommendation on the place of support.

Parents/guardians are entitled to comprehensive advice, particularly in the period before the application is submitted and during the diagnostic procedure. Counseling is usually provided by the diagnostician commissioned to prepare the report. The parents/guardians are informed about the problems that arise, the previous support measures, the results of the special educational diagnosis and the various options for educational support.

The legal guardians decide whether their child should attend a mainstream school or a special school. The responsible school authority must object to the decision if the material or personnel requirements for the necessary special educational measures are not met at the chosen general school or if there are considerable doubts as to whether the pupil can be adequately supported at the general school due to the general educational conditions. If the parents/guardians maintain their decision even after the consultation, the responsible school authority decides on the place of support.

Support is a basic principle of pedagogical action and the starting point for teaching, education and upbringing in all general education schools. It is the task of every school to create favorable learning conditions for all pupils in order to counteract the threat of performance failure and other impairments and to reduce their effects.

• the lower education authority responsible for the place of residence
• The lower school authorities are the 4 state education authorities in Rostock, Schwerin, Greifswald and Neubrandenburg