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What is a CI?
Each regional directorate for primary education and each school of secondary education has an inclusion commission (CI). Its role is to inform the parents on the different support measures available, and where applicable, to pinpoint the appropriate measures to be offered to the pupil. The CI may also contact the Commission nationale d’inclusion (CNI, National Inclusion Commission) with the parents’ consent if it considers that the pupil requires specialised care.
If the CI of a secondary school believes that reasonable accommodations are required for the pupil, it can submit an application to the Commission des aménagements raisonnables (CAR, Reasonable Accommodations Commission), provided the parents or adult pupil have given their consent.
Who can submit an application to a CI?
A CI of a regional directorate of primary education can be contacted either by the parents or by the school’s teaching staff, with the written agreement of the parents.
A CI of a school of secondary education can be contacted by the parents or by the adult pupil. It may also be contacted by the Service psychosocial et d’accompagnement scolaires (SEPAS, psycho-social counselling and school support service), by the school director or by the school’s support team for pupils with special educational needs (équipe de soutien des élèves à besoins éducatifs spécifiques, ESEB) with the parents’ or adult pupil’s written agreement.
Which measures can be suggested by a CI?
In primary education and depending on the pupil’s needs, a CI can suggest:
- The adaptation of teaching in class
- The setting up of reasonable accommodations
- The pupil’s participation in development and learning workshops
- Assistance in class by the members of the support team for pupils with special educational needs (ESEB)
- Learning of certain subjects in another class than the regular class (classe d’attache)
In secondary education and depending on the pupil’s needs, a CI can suggest:
- The adaptation of teaching in class
- The adaptation of the teaching content
- Academic support
- Support provided to the pupil by the support team for pupils with special educational needs (ESEB)
- The setting up of reasonable accommodations
- Partial or total reorientation to other training routes or special classes
What is a diagnosis of needs, why and how is it established?
The CI can instruct the support team for pupils with special educational needs (équipe de soutien des élèves à besoins éducatifs spécifiques, ESEB) to draw up a diagnosis of the pupil’s needs. This diagnosis provides information on the pupil’s abilities and includes educational recommendations. To do this, the ESEB may, among other methods, observe the pupil in their school environment, carry out standardised tests, conduct interviews with pupils, parents, teachers, experts, and any person who has provided or is providing support to the pupil and analyse the pupil’s academic file.
Is the pupil’s file automatically transferred from one school to another?
Yes, the pupil’s file is automatically transferred unless the parents or the adult pupil object. It is however recommended to contact the inclusion commission of the future school in order to facilitate the pupil’s transition.
Are the measures suggested by a CI renewed from one year to the next?
The measures are re-evaluated on an annual basis and re-adjusted if necessary.
What is the CNI?
The Commission nationale d’inclusion (CNI, National Inclusion Commission) intervenes at the national level. Its task is to process requests for specialised care for a pupil with special educational needs.
The CNI is made up of 13 members: a president, a coordinator, two representatives of the competence centres for specialised psychopedagogy, a psychologist, a social worker, three representatives of various ministries, a doctor specialising in child psychiatry or paediatrics appointed by the Minister responsible for Health, the representative of the panel of directors of the competence centres for specialised psychopedagogy, a secretary.
Which measures can be suggested by the CNI?
On the basis of the analysis of the pupil’s file, the CNI may mandate one or more competence centres for specialised psychopedagogy and suggest the following measures:
- special schooling,
- specialised ambulatory intervention (intervention spécialisée ambulatoire, ISA),
- a specific learning workshop,
- rehabilitation and therapy.
If it is necessary for the pupil’s needs, the CNI may also offer schooling in a specialised institution abroad.
Who can submit an application to the CNI?
The inclusion commissions of primary and secondary education, the pupil’s doctor or an approved body in the social, family or therapeutic field may, by providing supporting documents, submit an application to the CNI on the condition that the parents or the adult pupil have given their written consent. In addition, the parents and adult pupils can also submit an application to the Commission nationale d’inclusion.
I am moving to Luxembourg soon and my child has special educational needs. What should I do?
First of all, before moving, you should contact the Service de l’intégration et de l’accueil scolaires (SIA, School Integration and Welcome Service). This service will explain the enrolment process and help you find the most suitable (secondary) school for your child. The SIA will also guide you through the next steps.
Telephone: (+352) 247-75274
E-mail: secretariat.sia@men.lu
What are the various steps after the CNI has received an application?
Once the CNI has received and checked the application, the latter is analysed by its members. Depending on the pupil’s needs, adapted measures may be suggested by the CNI and communicated to the parents by post. If necessary, the CNI can contact the parents to gather additional information in order to be able to decide on the follow-up to be given to the application.
Do the measures suggested by the CNI require the agreement of the legal representatives?
Yes, the measures suggested by the CNI require the agreement of the legal representatives.
What is the CAR?
The Commission des aménagements raisonnables (CAR, Reasonable Accommodations Commission) is tasked with deciding reasonable accommodations for pupils in secondary education and adult education.
The CAR is made up of 7 members: a president, a psychologist from a secondary school, two secondary school teachers, a director or deputy director of a secondary school, a representative of the competence centres in specialised psychopedagogy, as well as a member of the Conseil supérieur des personnes handicapées (High Council of Disabled People). Depending on the case, a doctor approved by the Minister responsible for Health, a representative of the Service de la formation professionnelle (Department of Vocational Training) or a Government Commissioner may also be asked to join.
Who can submit an application to the CAR?
A reasoned request may be submitted by a public secondary school’s inclusion commission (CI) or a private education establishment subsidised by the State and which applies the official curricula, on the condition that the parents or the adult pupil have given their written consent. A reasoned request may equally be submitted by the parents or the adult pupil.
Which reasonable accommodations may be granted by the CAR?
The CAR may be asked to consider any application for the provision, modification or discontinuation of the following reasonable accommodations:
- extra time allowed for tests and integrated projects;
- additional breaks during tests;
- spreading the final secondary school leaving or apprenticeship exams over two sessions;
- the relocation of tests outside the secondary school, e.g. to the pupil’s home or to an institution;
- the use of technological and human help;
- the use of a language, German or French, for questionnaires or the writing of the pupil’s paper, other than that provided for in the general secondary education curricula;
- the exemption from oral, practical or physical tests or from a module;
- the temporary attendance of lessons on certain or all the subjects in a different class to their regular class (classe d’attache);
- the medical examination before access to certain training courses;
- the replacement of part of the questions in the assessment tests, part of the questions in the continuous assessment, part of the questions in the secondary school leaving examination or the end of apprenticeship examination or part of the questions in the integrated project or the final examination.
Which other authorities can grant reasonable accommodations at the secondary school level?
The following reasonable accommodations may be granted by an inclusion commission (CI) (apart from final classes):
- the arrangement of the classroom and the pupil’s seat;
- the provision of a separate room for taking tests or exams;
- an adapted presentation of the questionnaires.
The following reasonable accommodations may be granted by an inclusion commission in consultation with the class council (CI) (apart from final classes):
- the exemption from part of the tests scheduled for a term or semester;
- the replacement of part of the tests scheduled by a single end-of-term or end-of-semester test;
- the taking into account, for the annual results, of academic results relating only to one or two terms or to one semester.
What is the duration of the reasonable accommodations granted by the CAR?
As a general rule, the reasonable accommodations decided by the CAR remain valid until the pupil reaches the final class. However, the CAR may carry out a re-evalution of the reasonable accommodations if it deems it necessary.
For pupils in the final year of secondary school who have already benefited from reasonable accommodations, the parents of the pupil or the adult pupil must submit a new application by 30 September of the current school year at the latest.
How are the reasonable accommodations granted by the CAR communicated to the persons concerned?
The official decision of the CAR is sent by post to the parents or to the adult pupil.
The president of the CAR informs the director of the secondary school, the inclusion commission of the secondary school and the reference person by email of the decision. In the case of a pupil in the final year, the president of the CAR also sends an email to the Government Commissioner.
Who ensures the setting up of reasonable accommodations granted by the CAR or by an inclusion commission of a secondary school?
The inclusion commission (CI) ensures the implementation of the individualised training plan (plan de formation individualisé, PFI) in which the reasonable accommodations are listed.
Are the reasonable accommodations mentioned on the diploma?
Reasonable accommodations are not mentioned on certificates and diplomas, which are identical for all pupils who have passed the tests.
However, the supplements to diplomas, supplements to certificates and the school reports concerned shall include the mention of the following reasonable accommodations:
- systematic use of technological help;
- use of a language, whether German or French, other than that provided for by the curriculum;
- the exemption from oral, practical or physical tests or from a module;
- reasonable accommodations regarding a core subject in the final year or the integrated project.
Are reasonable accommodations renewed in the final year?
No. For pupils in the final year of secondary school who have already benefited from reasonable accommodations, the parents of the pupil or the adult pupil must submit a new application to the CAR by 30 September of the current school year at the latest.
What are the various steps after the CAR has received an application?
Once the CAR has received and checked the application, it invites the parents, the pupil and the reference person to participate in a consultation meeting prior to the CAR’s decision.
Are the reasonable accommodations decided by the CAR automatically carried over when the pupil moves to another secondary school?
Unless the parents or the adult pupil object to the transfer of the file, the reasonable accommodations are automatically carried over from one secondary school to another.
Are the reasonable accommodations granted by an inclusion commission for primary education automatically carried over when the pupil moves to secondary education?
The reasonable accommodations put in place at primary school are not automatically maintained at secondary school. A new decision has to be made.
When the pupil moves from primary education (school) to secondary education (secondary school), the pupil’s school file is automatically sent to the new secondary school at the time of enrolment (unless otherwise specified by the parents).
In the event of a need for reasonable accommodations at the secondary school, the parents have to submit an application to the inclusion commission of that school.
What are the different competence centres for specialised psychopedagogy and what is their field of activity?
There are eight competence centres for specialised psychopedagogy and one Agence pour la transition vers une vie autonome (Agency for the Transition to Independent Living) in Luxembourg.
The Centre pour le développement des compétences langagières, auditives et communicatives – Centre de logopédie (CL) is aimed at pupils with speech and language difficulties and/or hearing impairment.
The Centre pour le développement des compétences relatives à la vue (CDV) is aimed at pupils who have special educational needs related to sight.
The Centre pour le développement socio-émotionnel (CDSE) is aimed at pupils with behavioural difficulties.
The Centre pour le développement des apprentissages « Grande-Duchesse Maria Teresa » (CDA) is aimed at pupils who have difficulty with reading, written expression, or mathematics, or an associated disorder.
The Centre pour le développement moteur (CDM) meets the special educational needs of pupils with a disability as a result of a motor or physical disorder, or a delay in motor skills development.
The Centre pour le développement intellectuel (CDI) provides for pupils with intellectual development disorders.
The Centre pour enfants et jeunes présentant un trouble du spectre de l’autisme (CTSA) provides for pupils with an autism spectrum disorder (ASD).
The Centre pour enfants et jeunes à haut potentiel (CEJHP) aims at supporting pupils with high potential.
What are the various measures offered by the competence centres for specialised psychopedagogy?
The aim of the Agence pour la transition vers une vie autonome (ATVA) is to help young people with special educational needs who are supported by a competence centre, on a voluntary basis, to find work.
Depending on the level of education, various types of support may be offered by the competence centres for specialised psychopedagogy to meet the pupil’s needs:
- specialised diagnosis
- advice
- specific learning workshops
- rehabilitation and therapy
- specialised ambulatory intervention (intervention spécialisée ambulatoire, ISA)
- special schooling
Is there a charge for the services provided by the competence centres?
The services provided by the competence centres are free of charge.
Is a specialised diagnosis carried out for each pupil?
No, a specialised diagnosis is only carried out if necessary.
Can several competence centres for specialised psychopedagogy attend to one and the same pupil?
Yes, several competence centres for specialised psychopedagogy can attend to one and the same pupil if the latter’s situation justifies this.
What is the supplement to the assessment file or the school report?
The supplement to the assessment file or the school report is drawn up by the competence centre for specialised psychopedagogy providing specialised ambulatory intervention or special schooling. It allows the recognition of the pupil’s educational path. It makes it possible to document their achievements, their progress, their participation in educational and extracurricular activities, as well as their social and personal skills, with a view to acknowledging the efforts they have made.
What kind of support is offered in the transition to working life for pupils with special educational needs?
The Agence pour la transition vers une vie autonome (ATVA, Agency for the Transition to Independent Living) acts as an intermediary between the competence centres for specialised psychopedagogy, the schools and the regular and sheltered labour market. Its mission is to help young people with special educational needs who are supported by a competence centre for specialised psychopedagogy to find work.
Can adapted versions of textbooks be made available to pupils with special educational needs?
Subject to a specialised diagnosis established by a competence centre for specialised psychopedagogy, adapted digital books can be made available to:
- blind pupils
- visually impaired pupils
- pupils having a perceptual or reading disability, or
- pupils who are unable, due to a physical disability, to hold or manipulate a book or to focus or move their eyes to the extent that would be normally acceptable for reading.
Can a pupil with special educational needs benefit from adapted school transport and, if necessary, specific assistance?
Yes, a pupil with special educational needs can benefit from regular specific transport as well as individualised assistance during transport.
The specific transport service may be set up following a proposal by an inclusion commission of primary education or of secondary education as well as by the Commission nationale d’inclusion (CNI, National Inclusion Commission).
Individualised assistance is only taking place after a proposal of support is made by the Commission nationale d’inclusion (CNI) and accepted by the parents/legal representatives.
Is it possible to initiate a procedure online?
As a parent or an adult pupil, you can initiate various procedures online and refer the matter to the competent commission for the needs of the pupil to be analysed and appropriate measures put in place.
Online procedures must be submitted via myeduguichet.lu, a secure space of the Ministry of Education, Children and Youth, which is accessible to parents of pupils and adult pupils enrolled in the Luxembourg education system.
Is it possible for a pupil with special educational needs to attend school abroad in a specialised institution?
Yes, but the related costs will only be covered by the State provided that this schooling has been suggested by the CNI as a result of the pupil’s needs.