INCA Education around the world
Switzerland : Initial Teacher Training
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement to teach
7.5.5.2 Probationary periods
7.5.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them by have been superseded.
This section of the INCA website describes initial teacher training for teachers of students with special educational needs. For information on initial teacher training for teachers in pre-compulsory, primary, lower secondary and upper secondary mainstream education, see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream country archive respectively.
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
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.
7.5.1 Control
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
7.5.2 Types of training institutions and courses
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
7.5.2.1 Admissions
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
7.5.3 Trainers
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
7.5.4 Curriculum for initial teacher training
Initial teacher training programmes for those intending to teacher children with special educational needs generally include:
- the theory and practice of special needs education,
- in-depth study of education and teaching methodologies, and
- content from related subject areas, such as psychology, medicine, sociology and jurisprudence. 10
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement to teach
On the basis of the Inter-Cantonal Agreement for the Recognition of Certificates 15, educational regulations have been adopted and teaching diplomas are now recognised in all cantons. 107.5.5.2 Probationary periods
There are no probationary periods for trainee special needs teachers in Switzerland.
7.5.6 Post-qualification induction periods
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
