THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES
In general, where students with special needs in Switzerland are integrated in mainstream schools, such students have to be able to achieve the academic standard of their class without a differentiation of the standard curriculum.8
Where children with problems are placed in smaller, special classes in mainstream schools, they can take longer to cover the work usually covered in one year (e.g. two years to cover the work usually covered in the first year of compulsory primary school).4
Where children, such as those with a physical or mental handicap, are educated in segregated special classes or schools (as integration is considered inappropriate), such students usually follow specific curricula.7
See 5.5.1.
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In many schools in Switzerland, segregated special classes use the same textbooks as normal, mainstream classes. This is essentially to aid transition from mainstream to special classes and vice versa. When teachers are using the same textbooks in a special class, they tend to progress more slowly in the textbooks and also produce supplementary materials themselves.6
Textbooks which have been specifically developed for special education also exist, however.6
Dysphasia website
http://www.dysphasie.org/ provides information and guidance for parents, doctors and teachers working with children with dysphasia and for anyone else interested in the phenomenon.