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Abstract
In the Netherlands a 'pupil
linked' financial system is being developed: the funds are tailored to
the individual's requirements and are not automatically allocated to the
special schools. On the base of an objective assessment parents receive
a special-care budget.
This development has major
consequences for the special schools: the establishment of 'expertise centres'
for education and counseling of visually impaired children. These 'expertise
centres' are regionally organized and have a demand-directed structure.
Introduction
'It is the wish of the government that citizens having a handicap should be in the position to develop their potentials optimally. Such citizens should be encouraged to participate fully in the social, cultural and economic life. Active participation is the goal of government'.
This citation from
the throne speech of 1995 reflects the wish of the government to stimulate
change. This development is also visible in the current policy concerning
special education: the particular desire for integration and normalization
of school children having handicaps. Parents want their children, wherever
possible, to grow up in a normal living environment. Parents also want
their children to attend regular schools.
The ways whereby special
education is organized and financed in the Netherlands fails to meet the
requirements of these ideals. For one thing there are separate laws governing
regular and special education. This means, among other things, that the
financing is organized per sector based upon numbers of students, and in
the case of special education, upon the gravity of the handicap.
In August 1996 the
Ministry of Education published its new policy plans for children having
a handicap called 'the rucksack' or 'the backpack'.
Expertise Centres and 'the Rucksack'
The new policy fulfils a
number of essential points raised in the above criticism and may be seen
as a fundamental rejuvination having a number of extremely interesting
parts.
1 1 The new policy is based
upon a 'Pupil-linked' financing system. This means that the financial means
no longer flow automatically to a given school providing special education
but follow
the individual student wherever education is given. The financial means
are put in 'the rucksack' and go with te student.
2. The consequence of the 'Pupil-linked financing system' is that the position of parents, as the clients of special services and education, is strengthened.
3. Parents now have the opportunity, as a consequence of the 'Pupil-linked financing system', to place their children in either a regular school or in a special school. This freedom of choice is regulated by law with financial security.
4. The institutes offering education are obliged to change both their basic mentalities and their structures to meet the new situation. In particular this requires the creation of ‘demand-directed organizational structures'.
5 5. A substantial part of the 'Pupil-linked financing system' is the role of diagnostic activities to identify the specific special requirements of visually impaired and blind children. The diagnostic activities determine whether the pupil is qualified for an additional budget. It goes without saying, the diagnostic activities have to be objective and controllable, especially because every handicapped pupil must be given an equal opportunity for receiving (part of) a budget. The development of an objective diagnostic system, however, has been difficult. The creation of a reliable classification system, especially one which is capable of indicating budgetary requirements for a specific pupil, is extremely complex. How, for example, does one determine fair common denominators for medical, psychological, and pedagogic-didactical aspects of a given pupil ?
6. In order to increase the reachability and the effectiveness, the different types of special education have been bundled in clusters. Through 'clustering' the specialized expertise can be more effective and in a greater number of places. At this moment there are four clusters:
1. Visually impaired
children
2. Children with
hearing and/or communication problems
3. Physical, multiple
and mental handicapped children
4. Children with
behavioural problems
7. The maintenance
and development of specific expertise requires particular attention because
a greater number of pupils are attending regular schools. This means that
the expertise must be applied elsewhere.
The place and function of
'an expertise centre' is clarified in the following model:
Parents
and/or those who advise parents
Advisory Committee
Expertise
EXPERTISE CENTRE Revalidation
Centres
Visually Impaired Visually
Children Impaired
(others)
Persons
Regular Education
System : BAO / VO
Main functions
On the basis of the
advice of the Advisory Committee (including supporting studies)
a pupil specific plan is
prepared. This is set down in a contract between the parents and the expertise
centres The pupil-specific plan determines which specialized pedagogic-didactic
help will be given the child, and where this help will be given.
The government's guidelines
separate the following main functions for the expertise centres:
1. Special education
and support activities;
2. Mobile teams of
specialized teachers to visit and assist regular schools … also to assist
other expertise centres;
3. Diagnostic activities
required to develop 'pupil-specific plans';
4. The rendering of
specialized services within the region: advising, consultation services,
and the providing of general support and information.
5. Research and development
of sector specific expertise.
The educational institutions for visually impaired children are given a separate position in relation to the other sectors. In 1995 our sector has undergone far reaching changes. It now functions as an expertise centre and fulfils the already mentioned functions. The 'Pupil-linked financing system' will come into effect in the period 1998-2002. The lead position of specialized education institutes for the visually handicapped is visible in the following areas:
1 1. Bundeling of target-groups:
internal integration of the visually impaired and blind children.
2. External integration
with the help of teams of mobile teachers. (About 60% of pupils attend
and are integrated into regular schools !)
3. Development of
expertise on a sector niveau.
'Demand-directed' organization
The Royal Institute for the Education of Blind and Partially Sighted Children has been striving since 1995 to develop an organizational structure which can function in harmony with the potentials of the various centres of expertise. The evolution of a ‘demand-directed' organizational structure has remained at the heart of this undertaking. This model has integrated the various departments within its own centre of expertise. Its main characteristics include:
1. Flexibility: dependent
upon the demand, either the educational function or the support system
can be provided.
2. Optimal communication
because the lines of communication are shorter and clearer.
3. The development
of know-how and professionalism: specialized knowledge has been made more
available to more staff.
4. For staff the work
has become more challenging. Individual staff members are now expected
to be able to fulfil a number of tasks.
5. The position of
the parents has been strengthened, especially because the organization
is less complex and hence 'more client friendly'.
A second step will
be the establishment of regional educational facilities. The working area
will be the North-West Netherlands, with Amsterdam as the centre. Approximately
one third of the total Dutch population live within this area.
In the northern part
of the region an educational and support facility will be set up for pupils
between 4 and 12 years of age. In the western part of the region facilities
will be established for multiple-handicapped pupils. In both cases close
cooperation will be given to other centres of expertise.
The 'Pupil Monitoring System' is made up of three parts; an examination (test) part, a registration part, and a performance part. The 'Pupil Monitoring System', with its diagnostic potentials, is of great importance for both the education and the development of visually handicapped children. It has been unfortunate that there existed no 'ready-made' system to copy. For example, research was conducted into existing methods employed in the regular education system. Material was transcribed in Braille for the blind, enlarged for the visually impaired, and examination times were adjusted to facilitate the needs of the handicapped etc. Eventually the conclusion had to be drawn that much of the testing was irrelevant, or incomplete. With this in mind much attention has been given in recent years to developing special material related to: visual perception, tactiele perception, and the development of children having multiple-handicaps.
The 'Pupil Monitoring
System' incorporates four areas of development:
language, arithmatic, tactile
development and visual development.