Secondary school

Various types of assistance are available to pupils with specific needs at secondary school. This assistance is tailored to the child's individual needs and learning difficulties. It makes it possible for him/her to participate as much as possible in 'regular' education.

What support measures are available to help your child?

Different types of assistance are proposed at secondary school in order to meet the pupil's specific needs:

  • Academic support allows the pupil to study certain subjects individually or in a small group.
  • The aim of reasonable accommodations is to adapt teaching and assessment methods to the pupil's needs.  This makes it easier for the pupil to assimilate the subjects taught and do better in assessment tests.
  • Assistance in the classroom provides the pupil with individual support, according to his/her needs. The intervention of a specialist in the classroom directly promotes the pupil's inclusion in the class.
  • Psychological support and personal, relational and social support provides help for pupils who are going through a difficult period or are in crisis. This helps pupils regain the social and emotional stability necessary for successful schooling.
  • The individualised training plan (plan de formation individualisé - PFI) adapts the training plan to match the pupil's abilities. If necessary, the PFI provides for partial or total reorientation to another training route.
  • Reception in a class with special aims (classe à objectifs spéciaux) or in a special class (classe spécialisée) makes it possible to adapt the pace, content and teaching methods to the pupil's abilities and needs.

These measures are set up at the school your child attends; other measures are available at the national level. These include registration to attend a special learning workshop, or special schooling in a class at a competence centre, or schooling outside the Grand Duchy.

Who can work with your child?

The primary contacts for pupils and their parents are the teachers and the head teacher (régent). Other people are also available to implement suitable follow up for the pupil, in concertation with the pupil and his/her parents:The members of the school's administration: they may, for example, organise academic support, grant reasonable accommodations, or pass on a request to the reasonable accommodations commission (commission des aménagements raisonnables - CAR).

  • The members of the school's administration: they may, for example, organise academic support, grant reasonable accommodations, or pass on a request to the reasonable accommodations commission (CAR).
  • The psycho-social counselling and school support service (SePAS) offers pupils psychological, personal and social guidance.
  • The team supporting pupils with specific needs (ESEB): The members of the team advise the teachers and may themselves provide ambulatory care at the school in the form of assistance in the classroom. The team may draw up an initial diagnosis in collaboration with the teachers, and provide further support to the pupil concerned.
  • The secondary school's school inclusion commission (CIS) has the task of defining the appropriate support to be offered to the pupil. The CIS may, for example, draw up an individualised training plan (PFI) or advise the principal in the implementation of reasonable accommodations.
  • The CIS may also assist pupils and parents who wish to apply to the national inclusion commission (CNI) for more specialised care abnd action in relation to the pupil's needs. Adult pupils and parents also have the possibility of contacting the national inclusion commission directly.
Who can you contact?

 

 

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