Individually tailored training

What constitutes a satisfactory return is a professional pedagogical assessment that the school makes based on a broad and complex information base. Among other things, the school must look at the mastery and functional level, the learning prerequisites and the development of the pupils, against the competence targets.

That the benefit from the training must be "satisfactory" means that there is no requirement that the training must be optimal. What is "satisfactory" can vary according to the student's needs, over time and with changes in what constitutes professional good practice.

It is rare that a student either gets full benefit, or no benefit at all, from the training. If the parents or the school are concerned about whether a child is not getting enough out of the training, the school must try to adapt better for the child.

The school must assess whether the measures within adapted education are enough to give the pupil a satisfactory benefit from the education, or whether the pupil additionally needs individual adaptation in the form of individually adapted education, personal assistance, physical adaptation, technical aids or mobility training.

It is important that the school consciously uses the leeway they have through adapted education or intensive education, before they assess whether the student needs individual adaptation (before special education). If after some time it turns out that the adapted training is not sufficient, the school must assess, in consultation with the PP service, whether the pupil may be entitled to individually adapted training. 

Some students have an obvious need for individual adaptation. These may be pupils who have had special educational help in the nursery, or pupils who have a great need for accommodation. For these students, the school does not need to try out measures within adapted education or intensive education before they obtain an expert assessment from the PP service and make a decision on individually tailored education.

If the student does not get satisfactory results from the training, even with the measures the school puts in place within adapted training or intensive training for 1.-4. stage, the student has the right to individual adaptation. This is stated in Education Act § 11-2. 

In matters concerning individually tailored training, the school must obtain an expert assessment. Basically, the expert assessment should be able to give the school a good basis for making decisions. However, the school is also bound by these matters Section 17 of the Administration Act, and have an independent responsibility for ensuring that the expert assessment contains the information they need to make a decision. This may mean that they have to request information from the PP service, or collect information from others who know the student or circumstances that are relevant to making a decision.

The case is sufficiently informed when the school has the information they need to make a decision

• whether a student has the right to individual accommodation
• what accommodation the student needs
• what the individual arrangement should entail

1. The teacher is in doubt as to whether the pupil has satisfactorily benefited from the training.
2. The teacher reports to the principal/head of department
3. The school conducts a broad investigation of the student, based on the school's own data, and in close dialogue with the student and parents.
4. The school also assesses whether there is a need for individual assistance such as personal assistance, physical assistance or technical assistance.
5. The school, together with the student and parents, agrees on measures that are tested within adapted education or individual adaptation as above.
6. The measures are evaluated and adjusted after an agreed period
7. If the measures do not work as desired, new measures must be considered, and/or the school must assess whether the student may be entitled to individually tailored education. Parents are informed about this, and are asked questions about consent to discuss the matter with the PP service.
8. The matter is discussed in the school resource team, registration for PPT is sent after agreement with parents.
9. PPT contacts parents and pupils and, by agreement, carries out the necessary examinations
10. An expert report is written and the content is shared with parents and pupils, then the school
11. The school decides whether or not to provide individually tailored education in a single decision.
12. If the student has the right to individually tailored education, the individual decision must say something about it
1. the content of the training
2. the scope of the training
3. the organization of the training
4. what competence the person who will provide the training must have
13. If a pupil is also entitled to personal assistance, physical adaptation, technical aids or training in mobility, the school must see this in the context of the individually adapted education when they make a decision. The pupil and/or parents can appeal against a decision on individual adaptation. 
14. The school must also create a plan for the individually tailored training