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Due to the student’s intellectual disability or autism, their teaching will be held in city-level special support groups. All students in these groups have a decision for granting special support. In these groups, teaching is organised in a manner best suited to the student, either subject-specifically and based on syllabi of varying scopes, completely specific to the different operational areas or as a combination of these methods.
The objectives set for the student will be recorder in the student’s individualised education plan (HOJKS). The objective is to secure the student’s balanced and comprehensive development in cooperation with the teachers, teaching assistants, guardians, different specialists and special needs personnel. The assistants support the students’ overall development for the entire school day, including morning and afternoon activities. The teaching provided is concrete, makes use of the different sensory channels and repetition, and is well-structured.
Individualising a subject’s syllabus means that the goal level set for the student's learning will be adjusted based on the student’s capabilities. These objectives must nevertheless remain sufficiently challenging. The decision on special support determines whether and how to individualise a syllabus. A pedagogical review includes separate grounds for individualisation in each subject. Whether a student can study in accordance with the general syllabus or whether the syllabus needs to be individualised will be assessed separately for each subject. If it is necessary to later increase or reduce the number of individualised subjects, a new pedagogical survey will be made, and then a new decision on special support based on this.
For students with most severe intellectual disabilities, teaching can be arranged based on areas of functionality instead of different subjects. It can also be well-founded to arrange teaching based on areas of functionality for students with other kinds of disabilities or serious illnesses for reasons related to the student’s state of health. Arranging teaching based on areas of functionality instead of study subjects will be determined in the decision on special support. Teaching is arranged based on areas of functionality only when it has been confirmed that the student cannot study according to the subjects’ individualised syllabus.
The areas of functionality are:
language and communications
skills of daily functions
Difficulties emerging in different subjects can be prevented and learning supported through various methods of differentiation and support measures defined in the Basic Education Act. If special focus areas are determined for a student in a certain subject, the student can then focus on the key contents of the subject in question. In such cases, the student will study the subject in accordance with the general objectives and their performance will be evaluated in relation to the mainstream syllabus.