Current situation of education rehabilitation in Estonia

1. Current situation of education rehabilitation in Estonia Elmo Medar (MSW) lecturer Tallinn University Rakvere College Vaasa 14-17.03. 2010

2. General data • Official name of the state The Republic of Estonia • System of government Parliamentary republic • Capital Tallinn • Currency unit Eesti kroon (EEK) • 1 EUR=15,6466 EEK • Administrative division Counties 15 • Local governments 227 • cities and towns 33 • rural municipalities 194 • Population as of 1 January 2008 1 340 935 • Population density (inhabitants per km2) 30 • Total area (km2) 45 227

3. Administrative division of Estonian territory

4. The term ‘special educational need’ The term ‘special educational need’ refers to the gap between a child’s level of behaviour or achievement and what is required of him.” (Wedell, 2003) The term ‘special needs education’ has come into use as a replacement for the term ‘special education’. The older term was mainly understood to refer to the education of children with disabilities that takes place in special schools or institutions distinct from, and outside of, the institutions of the regular school and university system.

5. The term ‘special educational need’ A/Disabilities”: pupils with disabilities or impairments viewed in medical terms as organic disorders attributable to organic pathologies (e.g. in relation to sensory, motor or neurological defects). The educational need is considered to arise primarily from problems attributable to these disabilities. (OECD 2005, lk 14) “B/Difficulties”: pupils with behavioural or emotional disorders, or specific difficulties in learning. The educational need is considered to arise primarily from problems in the interaction between the pupil and the educational context. “C/Disadvantages”: pupils with disadvantages arising primarily from socio‐economic, cultural, and/or linguistic factors. The educational need is to compensate for the disadvantages attributable to these factors.

6. The term ‘special educational need’ Further more, there has been in special educational circles particular concern about the lack of educational utility of descriptive categories which are derived from medical classifications. Disability categories are viewed as having only partial implications for educational provision or for the development of teaching programmes, which inevitably have to take the whole child into account. In this way, therefore, categories based on medical descriptions are at best of only limited value to education policy makers.... (OECD 2005, lk • 12)

7. The term ‘special educational need’ In many countries today a large proportion of disabled children are in fact educated in institutions of the regular system. Moreover, the concept of ‘children with special educational needs’ extends beyond those who may be included in handicapped categories to cover those who are failing in school for a wide variety of other reasons at are known to be likely to impede a child’s optimal progress. Whether or not this more broadly defined group of children are in need of additional support depends on the extent to which schools need to adapt their curriculum, teaching and organization and/or to provide additional human or material resources so as to stimulate efficient and effective learning for these pupils.'' (International Standard Classification of Education ‐ ISCED,1997)

8. The term ‘special educational need’ The term "pupils with special educational needs" is used regarding a pupil whose: • particular talent, • learning or behavioural difficulty, • health problem, • disability or long-term non-attendance to study activities causes the need to make changes or adaptations in the contents of study (individual curriculum) and/or in the study environment (study aids, study rooms, learning methods, language of communication, teachers with a special qualification, support personnel, etc.) and/or in the work plan that a teacher has elaborated for work with a specific class.

9. The term ‘special educational need’ On the basis of medical, psychological and pedagogical research, children with special needs are recommended • a suitable kindergarten lasteaed • group or a curriculum or school suitable for their abilities. A child with special needs is admitted to • an integration group • a group, class or school for children with special needs on the basis of written application from a parent (caregiver) and a decision of the counselling committee.

10. The term ‘special educational need’ The foundation of counselling committees is established by the Education Act and the Basic Schools põhikool and Upper Secondary Schools Act. A counselling committee is competent to: • assign to a child with special needs a curriculum or a form of study suitable for his or her abilities; • refer a pupil with special needs to a school or class for students with special needs with the • consent of a parent (caregiver); • decide, at the request of a parent, on postponing the obligation to attend school.

11. The term ‘special educational need’ In a state or municipal school shall be established the following classes, if necessary: • classes for children with physical and sensory disabilities, speech impairments, sensory disabilities and mental disorders; • opportunity classes for teaching children with learning difficulties; • supplementary learning classes for teaching children with slight learning disabilities; • coping classes for teaching children with moderate learning disabilities; • nursing classes for teaching children with severe and profound learning disabilities.

12. Statistical data of disabled persons Amount of disabled people from Estonian population is 8,4% or 113 009 persons: • 5 810 are children • 43 735 are in service life age • 63 464 are in pension age All mentioned target groups have a right to get rehabilitation services (Statistikaamet …2007)

13. Ideology: Education for all Equal access to quality education and lifelong learning enable disabled people to participate fully in society and improve their quality of life. The European Commission supports the inclusion of children with disabilities in mainstream education. It has launched several educational initiatives for disabled persons. These include the European Agency for Development in Special Needs Education, as well as a specific study group on disability and lifelong learning. Community Programmes like the Lifelong Learning programme are bringing the education and training of disabled people into the mainstream. 

14. Supporting Children with Special Educational Needs 3 main components in supporting of pupils with special needs are: • Legal frame • Acceptance of the educational ideology to include children with disabilities to mainstream education • Resources

15. Supporting Children with Special Educational Needs Specific Legislative Framework: The Constitution determines the right to education. The Child Protection Act determines the right of a child for education, freedom of study and the principles of instruction. The Education Act defines the different levels of education, including basic education, the principles of organisation of the education system, the forms of study, management of the education system, compulsory school attendance, and also determines the types of educational institutions. The Basic Schools põhikool and Upper Secondary Schools Act determines the legal status and organisation of the management of a basic school põhikool in state or municipal ownership, also the organisation of schooling and education at school.

16. Supporting Children with Special Educational Needs The Private Schools Act regulates the same issues in private schools. The Local Government Organisation Act regulates the responsibilities of local governments in administering and developing the education network. The standard of basic education (requirements for the contents of studies and study results) is determined by the national curriculum for basic schools põhikool and upper secondary schools gümnaasium. The simplified national curriculum for basic schools põhikool (supplementary learning curriculum) establishes requirements for the basic education of children with light mental disorders and the national curricul um for students with moderate and severe learning disabilities determines the requirements for basic education of children with moderate and severe mental disorders.

17. Supporting Children with Special Educational Needs The school as an employer (employment contracts, work time, salary, etc.) is regulated by regulations issued by the Government of the Republic. Regulations issued by the Minister of Social Affairs regulate the questions concerning the health of pupils. The Education Act determines basic education as the minimum level of compulsory general education prescribed by the national standard of education.

18. Supporting Children with Special Educational Needs Determining the education and schooling objectives of the national curriculum is based on the following principles: • a person’s development and the integrity of the development are a school’s highest goals and values; • a person determines oneself and takes responsibility for forming one’s own life; • the most important thing is learning to learn; • the main prerequisites for coping in life are the wish to develop and learn, capacity to analyse, ability to cooperate, behave and act ethically; • life-long learning enables an individual and the society to quickly cope with different challenges; • general education study supports the development of the civil society. The objectives of schooling and education are viewed as personal qualities and there is a wish to contribute to forming such qualities.

19. Supporting Children with Special Educational Needs The following measures can be used to support the development of children and overcome learning difficulties in school: • Pupils can be provided with the assistance of a speech therapist to overcome their reading and writing difficulties; • Pupils can be provided with psychological counselling; • Pupils can be provided with remedial education (additional lessons for pupils with specific learning disorders, motor and mixed type development disorders, and visually and hearing impaired pupils in order to help them acquire learning skills and habits; groups comprise up to six pupils); • Pupils can participate in specially prepared individual study programmes in one or several subjects, which will establish either lowered or raised requirements for the study content and study results as well as specify the differences in the organization of studies compared to the school’s curriculum, etc;

20. Supporting Children with Special Educational Needs • Pupils that are less capable can attend opportunity classes studying according to the national curriculum for basic schools and upper secondary schools (with each class containing up to 16 pupils); • Pupils can be provided with support lessons or consultations by subject teachers after lessons; • Separate classes can be created for pupils with special needs, including children with behavioural problems; • Long day groups can be created, where pupils are helped to make meaningful use of their spare time after lessons and are offered educational guidance in doing their homework as well as learning assistance, and chances to participate in hobby activities; • State-funded boarding school places can be created for children whose families are unable to support them in compulsory school attendance and who do not have normal learning conditions at home.

21. Supporting Children with Special Educational Needs The aim of support systems is personal development of a student, considering his or her individual peculiarities in organising schooling and education. The following support systems are available in schools: • individual curriculum; • remedial groups for providing learning support for students with learning difficulties; • speech therapy; • long day groups; • studying at home (with possibility to attend lessons of music, arts, handicraft and physical education); • classes for students who have behavioural problems; • boarding school facilities for children who have social problems.

22. Schools for pupils with special needs There are 26 schools for pupils with special needs in Estonia: • 3 for pupils with hearing impairment; •  1 for pupils with physical disabilities; •  1 for pupils with visual impairment; •  5 for pupils with behavioural problems; •  3 for pupils with health disorders and others are for pupils with learning disabilities.

23. Schools for pupils with special needs • In 2006/2007 26 349 pupils with special needs was studied in different Estonian schools • 2119 disabled pupils with special needs was studied in special schools.

24. Pupils with special needs in special schools

25. Pupils with special needs in mainstream schools Pupils with special needs 26349 48 different schools

26. State obligations and administration For teaching children with special needs, the state is obliged to: • 1. have a clear education policy that is understood and accepted by the schools and society; • 2. permit amendments, supplements and adaptations of the curricula, depending on the special needs of a pupil; • 3. ensure the quality of study materials, in-service teacher training, and the existence of support teachers. (The Estonian Ministry of Education and Research)

27. State obligations and administration The following objectives are formed in the main directions of the conception: 1. To create prerequisites and implement the necessary measures for noticing early on and intervening in the developmental needs and differences of all children. 2. To update or create legal bases that would enable the implementation of the principle of equal opportunities in accessing quality education based on one’s abilities and in moving from the level of basic education to the next level of education (need to extend/regulate the duration of the study period on the basic school level for children with special educational needs). 3. To make rearrangements in the allocation of the financial systems of education.

28. State obligations and administration 4. To increase even more the importance of the choices, cooperation and liabilities of different parties (STATE; LOCAL GOVERNMENTS, SCHOOL, PARENT) in solving special education problems that are of determinative importance in raising the quality of the educating process and guaranteeing equal opportunities. 5. To direct and support the development of special schools into regional counselling centres. In cooperation with the directors of the county government/area the accessibility of optimal and quality counselling service must be developed for children, parents as well as teachers.

29. State obligations and administration 6. To focus more on increasing the importance of individual study curricula and its practical implementation in school life. 7. To try to move from the psychological-medical paradigm to a paradigm more orientated toward education. 8. To increase the importance of information and communication technology in the study process of children with special educational needs, using the means of information and communications technology in teaching, learning, communicating, therapy and diagnostics more than earlier. 9. To develop a national subsidy system of study materials and technical aids for children with special educational needs. All of these objectives are being successfully carried out.

30. National priorities concerning the reforms The objective of developing the general education system is to create possibilities and conditions for all learners for acquiring education, which enables to continue studies and to live a dignified life. Therefore, the main development priorities are: • Implement organising measures that promote an individual approach and the development of each student, including the development of students with special needs. • Modernise teacher education. 3. In developing the national study programme, focus more on the implementation of general skills and knowledge, decreasing the volume of subject syllabuses and their mutual integration, increasing the schools’ options. 4. De-centralise management, give the schools more responsibility and an extended right in making decisions. 5. Renew the state supervision system, which will be based on the harmony of school’s self-evaluation and external evaluation. 6. Make the schools’ financing system more transparent .

31. National priorities concerning the reforms Reorganisation of the terminology and implementation of international classifications continue, in order to ensure possibilities for comparison with other European countries. In cooperation with the Ministry of Social Affairs, the classifications used in databases are being homogenized, in order to facilitate cross-usage and to provide early information on the needs of disabled children for support systems (readiness of textbooks in Braille in due time, compilation of study materials in sign language). Medical diagnoses in educational legislation are replaced with pedagogical ones in order to avoid labelling and a disability-centred approach, and to base education on the abilities of a child and on adapting the study environment to the needs of every child.

32. National priorities concerning the reforms Assessment has become flexible taking into account the pupil’s special needs, and in organising examinations, special needs of learners are taken into account and examinations are organized in a manner suitable for the pupil. In appointing a person to remedial study, medical diagnoses have been replaced with pedagogical ones and in assessing the results of basic school põhikool final examinations, the requirement for a result of a minimum 35% as the pre-condition for passing an examination was established for children with special needs.

33. National priorities concerning the reforms In conclusion we can say, that education have to meet four main principles, which are: • availability of education • access to education • adaptability of education • acceptability of education Estonian educational system are followed all of mentioned aspects.

34. Kasutatud allikad • Kõrgessaar, J. (2002). Sissejuhatus hariduslike erivajaduste käsitlusse. Tartu ÜlikooliKirjastus. • SOTSIAALSE KAITSE JA KAASATUSE RIIKLIK ARUANNE 2008-2010. Tallinn 2008 • Euroopa Liidu avatud koordinatsioonimeetodi raames.Tallinn 2008 • Euroopa Sotsiaaluuring. Tartu Ülikool. 2006 • Uuring RISC Eesti 2006. TNS Emor.2006 • Haridus- ja Teadusministeeriumi strateegia „Tark ja tegus rahvas” 2009-2012 • Eesti Statistikaamet • EV Rahandusministeerium http://www.fin.ee/ Eesti Pank http://www.eestipank.info/ • Maastrichti kriteerium valitsussektori maksimaalse võla suuruse kohta Euroopa Majandus- ja Rahaliidu liikmetele 1992. aastal EL liikmesriikide vahel sõlmitud Maastrichti lepingu aluselPUUETEGA INIMESTE TÖÖHÕIVE EDENDAMINE EESTIS • TÖÖTURUMEETMETE HINDAMISE ARUANDE PROJEKT  • Bengtsson.  “Disability and functional limitation in the 1990s”by S Bengtsson, Danish National Institute of Social Research, Copenhagen.  1997 • EIM Business and Policy Research.  “The Employment situation of people with disabilities in the European Union” study prepared for the European Commission, Directorate General for Employment and Social Affairs by EIM Business and Policy Research, the Netherlands.  August 2001 • Gudex and Lafortune. “An Inventory of Health and Disability-Related Surveys in • OECD Countries” by Claire Gudex and Gaetan Lafortune, OECD Labour Market and Social Policy Occasional Paper 44.October 2000 • Honey and others.  “Employers’ Attitudes towards People with Disabilities” by Sheila Honey, Nigel Meager and Matthew Williams, Institute of Manpower Studies, University of Sussex, England. 1995   • JAP 2001.  “Joint Assessment of Employment Priorities in Estonia” signed by the then Estonian Minister of Social Affairs and the European Commissioner for Employment and Social Affairs

35. Kasutatud allikad • Kunst and others.  “Social Inequalities in Health in Estonia” by Anton Kunst, Mall Leinsalu, Anu Kasmel and Jomo Habicht, World Bank and Ministry of Social Affairs of Estonia. March 2001  • Leppik.  “Disability Protection in Estonia” by Lauri Leppik in “Reforming Worker Protections: Disability Pensions in Transformation edited by Elaine Fultz and Markus Ruck, International Labour Office, Central and Eastern European Team, Budapest 2002 • Lunt and Thornton.  “Employment Policies for Disabled People.  A review of legislation and services in fifteen countries” by Neil Lunt and Patricia Thornton, Social Policy Research Unit, University of York. UK Employment Department Research Series 16.October 1993 • Martin and Grubb.  “What Works and for Whom: a review of OECD countries’ experiences with active labour market policies” by John P Martin and David Grubb, IFAU Working Paper 2001:14 • Morrell.  “The Employment of People with Disabilities. Research into the policies and practices of employers.” By Judy Morrell, IFF Research Limited, UK Employment Group Research Paper 77,1990 • OECD 2000.  “Baltic States: a regional economic assessment” Organisation for Economic Cooperation and Development, Paris • OECD 2001 “Labour Market Policies and the Public Employment Service” • OECD 2003a.  “Transforming Disability into Ability. Policies to Promote Work and Income Security for Disabled People” • OECD 2003b “Labour Market and Social Policies in the Baltic Countries” • Prescott-Clarke.  “Employment and Handicap” by Patricia Prescott-Clarke, Social and Community Planning Research, London, England. 1990  • Wells.   “Active Labour Market Provision and Jobcentre Provision” Presentation to the OECD ELSA Committee by Bill Wells, Head of the Economy and Labour Market Division in the UK Department for Work and Pensions.

36. Thank you for attention! Elmo Medar Elmo.Medar@tlu.ee