Special education teacher Barbara Hippler analyzes current support systems for autistic students in Luxembourg schools. She identifies gaps in the system and proposes concrete measures to improve school inclusion. Her experience shows that existing accommodations are often insufficient.
What are the differences between primary school and secondary school?
Teachers and parents can find support systems for pupils with special educational needs on the website men.public.lu and on the website of the CCTSA (Centre pour enfants et jeunes présentant en Trouble de Spectre de l’Autisme). You will also find information on primary education and secondary education.
The national inclusion commission (Commission nationale d’inclusion, CNI) can be contacted with requests for a specialised diagnosis or care.
The Reasonable Accommodation Commission (Commission des aménagements raisonnables, CAR) determines the reasonable accommodations to be provided in secondary education. The purpose of reasonable accommodation is to adapt the learning and assessment modalities to the needs of the student. This makes it easier for them to assimilate the subject matter and pass class tests.
In the case of autistic pupils, it has so far only been possible to make arrangements (aménagements raisonnables) such as extending the time for exams or providing a separate room for exams.
What is your experience with the processes and procedures of CNI, SePAS and CePAS?
The procedures and offers of the above-mentioned institutions are certainly helpful, but the processes take a very long time (up to a year of waiting) and the support measures are rarely accompanied by specialised personnel.
It is not transparent for parents what the procedures are, what measures are taken and how they can be implemented at the school.
What would you like to see from the ministry?
The above-mentioned arrangements (aménagements raisonnables) are in no way sufficient for most autistic pupils.
In order for pupils to be educated inclusively and to develop their abilities to the full, there is an urgent need for individualised measures and support plans that enable pupils to receive the best possible education in secondary school.
The majority of autistic pupils are currently unable to successfully complete their secondary school education without further measures, which leads to misunderstandings with teaching staff, negative school experiences and frequent changes of school.
In order to do justice to autistic pupils in the classroom, individual measures are required, which should be adapted in cooperation with the ESEB team, parents, teachers and pupils.
The following individual measures can be helpful:
- Avoid overstimulation by offering a separate room where students can relax or work
- Enable the use of headphones for quiet working in secondary schools too
- Announce weekly and timetable changes in advance
- Maintain seating arrangements and classrooms wherever possible
- Clear work instructions, rules and clearly organised work materials
- Do not necessarily work on presentations and assignments in a team
- No compulsory participation in school festivals, sports lessons, music lessons, etc.
- Possibility to take only exam-relevant subjects
- Possibility to work one or two days in home schooling on a fixed learning plan