Verfahren zur Feststellung eines Bedarfs an sonderpädagogischer Unterstützung

In the case of pupils who are severely impaired in their educational, development and learning opportunities, a procedure may be carried out to identify a need for special educational support.

In principle, support is a basic principle of pedagogical action in all types of schools. It is the responsibility of all teachers to ensure age- and development-appropriate support. Special education support expands general support. In particular, it is intended to support pupils in the development and unfolding of their mental, emotional, physical and social abilities, their talents and inclinations by providing individual assistance. The task of special education support is to enable pupils to live, learn and act independently and together, taking into account their individual possibilities.

The need for special educational support is to be assumed in pupils who are so severely impaired in their educational, development and learning opportunities that they cannot be adequately supported without special support.

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

1. Learn
2. Language
3. emotional and social development
4. See
5. Hear
6. Physical and motor development
7. Intellectual development

The standardised diagnostics in the special education assessment procedure are used to determine whether there is a need for special educational support in the above-mentioned special educational support priorities. As a matter of principle, the focus of special educational support is identified as a result of the assessment procedure and documented in the decision.

The schools use mandatory forms for the implementation of the procedure, which are made available to the legal guardians during the procedure.

If it can be assumed that the pupil is so severely impaired in the respective educational, development and learning opportunities that he/she cannot be adequately supported without special support.

The school management of the responsible school initiates the procedure to determine a need for special educational support if there are indications to that effect. A procedure is carried out when a special educational need is identified for the first time and when there are indications of a change or discontinuation of the need. A support report is prepared by a teacher from the responsible school and a special school teacher. The parents or guardians are advised by the teachers regarding the child's needs and their choice of school. At the request of the legal guardians, a funding committee is convened. The decision on the determination of a need for special educational support is made by the responsible Regional State Office for Schools and Education.

There are no set deadlines.

• If necessary, a special educational assessment procedure can be carried out upon application in accordance with §3 of the Ordinance on Teaching and Education for Pupils with Special Educational Needs (SopV).
• If they have any questions about the procedure for determining a need for special educational support, they should contact the school responsible for the child or the Regional Counselling and Support Centre for Inclusive Schools (RZI).
• Responsible: Regional State Education Office

• The competent authority for the procedure is the school attended or the school at which the child is to be enrolled.