Special Schools as Resource Centres for Mainstreaming ...

Special Schools as Resource Centres for
Mainstreaming
Developing Networks & Co-operation, Co operation, and Exchange Strategies
Reaffirming the right to.....
George Borg
Director Student Services
Directorate for Educational Services
Malta

Reform of Special Schools proposed based on the following Legislations and
Documents:
o Salamanca Statement (1994)
o Creating Inclusive Schools (2002)
o For All Children to Succeed (2005)
o Inclusive and Special Education Review (2005)
o Education Act (as amended in 2006)
Special Schools Reform 2009

Rationale of reform:
o To provide quality education with better access to the National
Curriculum to all students.
o To offer specialised services to students in mainstream schools
within the Colleges.
o To offer services, support and training to staff in an inclusive
mainstream setting.
o To act as catalysts in the introduction of innovative approaches
to the education of students with individual educational needs.
Special Schools Reform 2009

Distribution of students with SEN up to the age of 19 years
Mainstream
School
91%
Special Class
1%
Special
School
8%
“Special pecial schools or units within inclusive schools - may continue to provide the
most suitable education for the relatively small number of children child en with disabilities
who cannot be adequately served in n regular classrooms or schools” schools
p.19

140
120
100
80
60
40
20
0
66
51
122
83
24 20
Students being served in Special Schools
48 44
DMA GA HK SM
1999/2000
2008/2009
Data for 2008-2009
includes students till
the age of 22 while in
1999-2000 maximum
age was 19
260
198
“Special pecial schools or units within inclusive schools - may continue to provide the
most suitable education for the relatively small number of children child en with disabilities
who cannot be adequately served in n regular classrooms or schools” schools
p.19

140
120
100
80
60
40
20
0
66
36
122
62
24 16
Students being served in Special Schools
48
DMA GA HK SM
36
1999/2000
2008/2009
260
150
“Special pecial schools or units within inclusive schools - may continue to provide the
most suitable education for the relatively small number of children child en with disabilities
who cannot be adequately served in n regular classrooms or schools” schools
p.19

Distribution of students (by age) in the Resource Centres
Age SM HK GA DMA
2 0 0 0 0
3 0 0 0 0
4 1 0 0 0
5 1 0 0 0
6 0 0 0 0
7 1 0 0 0
8 5 3 0 0
9 3 1 1 0
10 1 0 1 1
11 1 2 7 0
12 4 2 6 3
Age SM HK GA DMA
13 5 4 11 5
14 3 1 3 5
15 2 0 8 7
16 1 0 5 4
17 4 0 7 3
18 2 1 8 3
19 2 2 5 5
20 2 1 9 4
21 4 2 8 3
22 2 1 4 8
23 0 0 0 0
“Special pecial schools or units within inclusive schools - may continue to provide the
most suitable education for the relatively small number of children child en with disabilities
who cannot be adequately served in n regular classrooms or schools” schools
p.19

The Inclusive Curriculum Project
A curriculum project which is
causing a paradigm shift into
appreciating a continuum of
student attainment level that
range from students with the
lowest levels of ability to those
attaining within the range of
students in mainstream
education, this, not being
affected by placement of school
“Special schools can provide access to specific devices and materials as well as
training in instructional strategies that are not provided in regular classrooms” p.35

Rationale of the Inclusive Curriculum Project
oSupport teacher’s professional practice in raising standards of
education for ALL students
o Ensure that all students in mainstream schools and resource centres
have access to a common set of subject syllabi thus ensuring equal
opportunities
o Support teachers in achieving these goals through collective critical
self-evaluation
The Inclusive Curriculum Project
“Special schools can provide access to specific devices and materials as well as
training in instructional strategies that are not provided in regular classrooms” p.35

Training provided to special school staff to support students in Resource centres and staff in
Mainstream schools:
o Assistive technology training
o Developing AAC strategies for students with PMLD
o Supporting Students with Autism Spectrum Disorders
o Keyword signing for students with learning disabilities
o Manual signing, story telling and story sharing
o The use of technology and Augmentative and Alternative Means of Communication
o Information session on PECS
o Objects of reference
o Assessment of students functioning below Level One by using P Scales.
Training Provision
o Curriculum Development in Special Schools Network through the use of Equals Schemes of Work
“Special Special schools (for those with specific impairments) can represent a
valuable resource for the development of inclusive schools.” schools. p.19

Supporting students with SEN who attend mainstream schools
Multi Sensory room : Students receive services in the multi sensory room according to
a pre defined programme which targets their needs. Sessions target an array of
developmental areas, including; communication, physical development (fine and gross
motor), sensory stimulation, behaviour management and cognitive development.
ICT room: room Sessions can range from simple switching to more complex scanning
activities and cognitively based programmes.
Hydrotherapy Pool:
Hydrotherapy Pool: The hydrotherapy pool is equipped to the requirements of people
with mobility impairments. Adapted showering couches and chairs and transferring
equipment is available. The hydrotherapy pool is used following the Halliwick
swimming system, where techniques are used to enhance mobility, breathing control and
agility in water without using floats.
“Investment in existing special schools should be geared to their new
and expanded role of providing professional support to regular schools
in meeting special educational needs” p.20

Supporting students with SEN who attend mainstream schools
Opti music : is a versatile teaching tool which can target any age appropriate curricular
or non curricular areas. Sessions deliver need to be pre programmed and enhance any
learning concept through sensory stimulation, mainly auditory, visual, tactile, gustatory
and olfactory.
Cognitive programme: programme Cognitive programmes delivered on a one to one basis target
individual cognitive levels and needs. Pre curricular activities starting from picture
recognition, as well as conceptual skills to academical activities involving literacy and
numeracy are carried out.
“Investment in existing special schools should be geared to their new
and expanded role of providing professional support to regular schools
in meeting special educational needs” p.20

Hydrotherapy
pool
Curriculum
ICT
Sensory
circuits
Multisensory
room
Cognitive
programme
Optimusic
Services
“An important contribution to ordinary schools, which the staff of Special Schools
can make, is to the matching of curricular content and method to the
individual needs of pupils” p.19

Thank you
Email: george.a.borg@gov.mt