Children with special educational needs in Switzerland have traditionally been educated in self-contained, that is, segregated special classes or schools. However, in recent years, more and more school districts have eliminated special segregated classes in favour of integrative forms of schooling.
Training in special purpose teaching, that is, to teach children with special needs, is provided in a number of institutions depending on the age and needs of the children. Coordination between these specialist institutions is the responsibility of the cantons. At national level, the Swiss Institute for Curative and Special Pedagogy (SPC/SZH) is the competent institution for providing services in the field of specialist pedagogy.12
The training routes in specialist pedagogy are regulated by CDIP/EDK. 16 17
The organisation of the different training courses in specialist pedagogy is highly variable. Courses generally lead to the award of a diploma after a period of between four and six semesters. 12
Teachers of students with special educational needs usually train in one of the institutions of tertiary education, an HES, an HEP, a university or an independent training institution. As a general rule, a general teaching qualification is a pre-requisite for admission to training to teach students with special needs. The actual organisation of the different training courses for such teachers can vary considerably. 12
Prospective special educational needs teachers generally receive specific SEN teacher training after or during general pre-school, primary or secondary initial teacher training. Full-time study lasts for at least two years, while on-the-job training lasts for three years. 10
As a rule, a general teaching qualification (that is, a teaching diploma) is a pre-requisite for admission to specialist training to teach students with special needs. 12
Teacher trainers (lecturers) must have a tertiary-level qualification in the subject(s) in which they are to lecture as well as the teaching qualifications necessary for dealing with an adult target group and, as a general rule (for the pre-school and primary level), a teaching diploma and actual experience of teaching. 12 13
Since 2004, all new teaching staff have had to have a qualification from a Pädagogische Hochschule(PH )/Haute École Pédagogique (HEP). The transitional measures arising from the setting up of PH/HEPs identified the need for some re-training of teacher trainers to ensure that such lecturers fully understand the changes to the syllabus in the new context of teacher training at university level and could consequently ensure that training quality was maintained. 12
Initial teacher training programmes for those intending to teacher children with special educational needs generally include:
There are no probationary periods for trainee special needs teachers in Switzerland.
Teacher induction practices vary greatly across and within cantons. In the majority of cantons there is no systematic or structured phase of initiation into the profession. In those cantons where some form of integrated induction phase exists, responsibilities are generally shared between the school inspection body, school principals and teacher training institutions
But where, no systematic approach exists, schools generally organise some form of induction programme. However, a great deal depends on the character of the school and the attitudes, skills and levels of interest of senior staff. Also in some cases new teachers are assigned a mentor, who may not be trained for that role. 9
Recently some cantons have adopted formal induction programmes which include the training and support of practical tutors/advisers. The Conference of Pädagogische Hochschulen/Hautes Écoles Pédagogiques (PH/HEP) is currently establishing a common framework of formal induction to provide support to newly-employed teachers. 9
Teacher policy is central to current reforms of the education system in Switzerland.Teacher training is undergoing major reform with the establishment of the hautes écoles pédagogiques (HEP)/pädagogische Hochschulen (PH) bringing all initial teacher training to the tertiary level and achieving the recognition of cantonal teaching diplomas throughout the country. Furthermore, special initiatives are being implemented to raise the professional image of teachers and improve the levels and quality of recruitment. These reforms are being advanced largely through existing means of co-ordination and consultation with the aim of greater harmonisation, rather than through a delegation of responsibilities to the Confederation. 9
The reform entailed the creation of about 15 new institutions, the universities of applied sciences in education, all operational since the 2003/04 academic year. These replaced the 150 former teacher training institutions which were either abolished, converted into upper secondary schools or integrated into new university level teacher training institutions. 9
Recently some cantons have adopted formal induction programmes which include the training and support of practical tutors/advisers. The Conference of Pädagogische Hochschulen/Hautes Écoles Pédagogiques (PH/HEP) is currently establishing a common framework of formal induction to provide support to newly-employed teachers. 9
No information available at present.
No information available at present.
No information available at present.
No information available at present.
No information available at present.