See section 1.2 of the mainstream Netherlands Archive.
Summary
Students with special educational needs in the Netherlands have traditionally been taught in different categories of segregated educational institutions. However, government policy is now directed at meeting the needs of students with learning or behavioural problems within the mainstream. The aim is for all children to be educated within the mainstream, while the role of the special schools will be to provide support services.9
Children in need of special care and attention can attend special schools. Like mainstream schools, these may be either publicly or privately run. In 1997, there was a total of 1,000 institutions providing special education, including schools for physically handicapped children, for the partially hearing and visually impaired, and for children with learning and behavioural difficulties. Under the "Going to School Together" policy, there is now close cooperation between ordinary primary schools and special schools. The aim is, as far as possible, to integrate children with learning and behavioural difficulties into mainstream schools. Recent data show that this cooperation is beginning to pay off. A few years ago there was a steady rise in the numbers of such children entering special education. Recently, however, the number of students at special schools has begun to fall and children are now remaining in mainstream primary schools. For children for whom the special needs provision available under the Going to School Together policy is not sufficient, personal budgets are to be introduced. The intention is that parents of children with disabilities should, in future, be able to choose between an ordinary or a special school for their child. Children who require special provision because of their disability will be awarded a personal budget, which parents may spend at either a special or a mainstream school. The entitlement to special provision simply travels with the child.13
Previous legislation
Schools for children with sensory and mental handicaps have existed in the Netherlands since the eighteenth century and, since the introduction of the first Compulsory Education Act in 1901,8 special education has continued to expand. Over the years, the number of different types of special school multiplied as the definition of special education became increasingly broad. On 1 August 1985, the Special Education Interim Act (ISOVSO)5 came into force. Special education had, until then, been governed by the Primary Education Act 1920.7 The Interim Act was at that time intended to remain in force for 10 years (to 1995). It was then further extended to 1 August 1998.11
ISOVSO defined the objectives of special education, set out the different categories of special education and contained regulations governing the organisation of teaching in special schools (curriculum, school work plan, number of school hours and school days). The Act also regulated the status of staff, students (admission) and parents. It also contained provisions on the establishment and closure of (special) schools, accommodation and funding.11
Until ISOVSO ceased to apply on 1 August 1998, the main implementing regulations pertaining to special education were:
New legislation/regulations
WSNS
The aim of the "Going to School Together" (WSNS) project, originally launched in 1991, was to give primary responsibility for all children, with or without special needs, to ordinary primary schools, and consequently to reduce the number of referrals to special schools. The relevant legislation - the Going to School Together Project Act - came into force in 1994. This contained provisions governing peripatetic supervision (the provision of extra, qualified help to enable students with special needs to attend ordinary, mainstream schools), regional referral committees (RVCs), and the admission of students with learning difficulties (MLK students) to schools for students with learning and behavioural difficulties (LOM schools) and vice versa. Under the terms of the Act, schools were required to establish consortia of special schools and mainstream primary schools who worked together to ensure provision.4, 11
A new agreement, "Going to School Together: the Next Phase" elaborated upon agreements made in 1995 regarding the integration of special needs and led to the introduction of the new Primary Education Act (WPO), see below. The basic premise of the new agreement is that funds will be allocated to wherever students with special needs are being catered for, that is to say, as far as possible in ordinary mainstream schools and, where there is no other option, in special schools. It has been agreed that part of the budget of special primary schools should be transferred to ordinary primary schools. Consortia of ordinary and special schools must encompass at least 2,000 students and each consortium must set up a special needs committee to assess whether placement at a special primary school is necessary.11
Primary phase special education
On 1 August 1998, a new Primary Education Act (WPO) came into force, incorporating the statutory provisions on ordinary, mainstream primary schools and special schools for children with learning and behavioural difficulties (lom), children with learning difficulties (mlk) and pre-school children with developmental difficulties (IOBK). LOM, MLK and IOBK schools are officially known as special schools for primary education. 1, 11
Secondary phase special education
In secondary education, during a four-year transitional period from 1 August 1998 to 31 July 2002, special secondary schools for children with learning and behavioural difficulties, children with learning difficulties and severely maladjusted children have been brought under the scope of the Secondary Education Act. This is in order to provide consortia of special secondary schools and MAVO/VBO schools with the time to decide what form their future cooperation should take, and what the function and role of the various schools involved will be.11 See section 3.2.5 for further information.
Other schools
The Special Education Interim Act (ISOVSO) has been replaced by the Expertise Centres Act (WEC). This regulates the expertise found in other types of special school, such as schools for the visually impaired, the hearing impaired, and physically disabled and mentally handicapped children.11,2
Minority programmes
Since 1988 there have been 'Headstart' projects catering for children aged 7 and under whose parents are members of the main ethnic minorities represented in the Netherlands (mainly Turkish, Moroccan and Surinamese children). The projects consist of a series of consecutive family programmes for 0- to 2-year-olds and their parents, for 2- to 4-year-olds and their parents, and for 4- to 6-year-olds and 6- to 7-year-olds in primary schools. The aim is firstly to prevent educational disadvantage and prepare children for entry to Dutch primary schools, and subsequently to provide support for these children in the early years of primary schools. Projects are directed at the family and encourage parents with non-Dutch backgrounds to support their children's learning. A start-up subsidy is awarded by the Ministry of Health, Welfare and Sport, after which the municipal authorities are responsible for funding arrangements. Most of these projects form part of the local educational priority policy.11
General objectives of education provided in special schools
Special schools in the Netherlands cater for children who, in many cases owing to a mental, sensory or physical handicap, require more help in their development and education than ordinary primary and secondary schools can provide. In order to give these children the education best suited to their needs, there are various different types of special primary and secondary school, each of which specialises in catering for and teaching a certain category of student. Teaching is geared to the developmental potential of the individual child. Special education aims to promote the development of children's emotions, intellect and creativity and the acquisition of essential knowledge, together with social, cultural and physical skills in an uninterrupted process of development. Teaching must reflect the fact that students are growing up in a multicultural society.11
See above.