Help us improve foq. Contact Assistance Service asf. Curriculum for the compulsory school, preschool class and school-age educare revised The present Education Act came into effect July 1, , and introduced a grading scale with grades designated as A-F, with A-E as passing grades, and A being the highest grade.
Swedish grades pdf, kB. The Swedish schoolsystem, map pdf, kB. Certification of teachers with a foreign diploma. E-mail us. This is the Swedish National Agency for Education.
Development and in-service training The National Agency for Education also ensures that Swedish education maintains a good standard of quality. National certification for teachers The agency issues diplomas of certification to teachers and preschool teachers. Ind ianap olis Indianapolis.
Explore Indianapolis. Read more about our research. Student success We promote student learning and success in everything we do. Educational excellence We set high standards for our faculty and staff, so we invest in them. Why these values. Project to improve health equity in Indianapolis expands with funding from Lilly. Read more about Project to improve health equity in Indianapolis expands with funding from Lilly. The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist.
The first step is to gather specific data regarding the student's progress or academic problems. This may be done through:. This information helps school personnel determine the next step. At this point, strategies specific to the student could be used to help the child become more successful in school. If this doesn't work, the child would be tested for a specific learning disability or other impairment to help determine qualification for special services.
It's important to note, though, that the presence of a disability doesn't automatically guarantee a child will receive services. To be eligible, the disability must affect functioning at school. To determine eligibility, a multidisciplinary team of professionals will evaluate the child based on their observations; the child's performance on standardized tests; and daily work such as tests, quizzes, classwork, and homework.
As a parent, you can decide whether to have your child assessed. If you choose to do so, you'll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language.
Testing does not necessarily mean that a child will receive services. Once the team members complete their individual assessments, they develop a comprehensive evaluation report CER that compiles their findings, offers an educational classification, and outlines the skills and support the child will need. The parents then have a chance to review the report before the IEP is developed.
Some parents will disagree with the report, and they will have the opportunity to work together with the school to come up with a plan that best meets the child's needs. The next step is an IEP meeting at which the team and parents decide what will go into the plan.
In addition to the evaluation team, a regular teacher should be present to offer suggestions about how the plan can help the child's progress in the standard education curriculum. At the meeting, the team will discuss your child's educational needs — as described in the CER — and come up with specific, measurable short-term and annual goals for each of those needs. If you attend this meeting, you can take an active role in developing the goals and determining which skills or areas will receive the most attention.
The cover page of the IEP outlines the support services your child will receive and how often they will be provided for example, occupational therapy twice a week. Support services might include special education, speech therapy, occupational or physical therapy, counseling, audiology, medical services, nursing, and vision or hearing therapy.
They might also include transportation; the extent of participation in programs for students without disabilities; what, if any, modifications are needed in the administration of statewide assessment of student achievement; and, beginning at age 14, the inclusion of transition planning as a part of the process. If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming.
To ease that load, some services may be provided on a consultative basis. In these cases, the professional consults with the teacher to come up with strategies to help the child but doesn't offer any hands-on instruction.
0コメント