Support for learning to be reformed from 1 August

Currently, basic education follows a three-tiered model of educational support: general, enhanced and intensive. This model will be discontinued as part of the reform on 1 August.

The 2025–2026 school year will serve as a transition period during which decisions on pupils’ enhanced and intensive educational support will be reviewed. Parents and guardians will be informed of the detailed schedule at a later date.

No action is required from guardians

As a parent or guardian, you do not need to take any action at this stage. Pupils will continue to receive the support they need at school, even though the terminology is changing. If necessary, the school will contact parents or guardians directly.

All pupils will continue to have the right to support for learning and school attendance. Support will be provided early and proactively.

Teaching will be based on arrangements that support learning. Teaching will be organised to accommodate pupils’ diverse needs and abilities. In practice, this means differentiating teaching, clearly explaining the language and concepts being taught, and adapting the learning environment.

In future, support will primarily be provided in group settings

All pupils are entitled to receive support for learning and school attendance. Going forward, support for learning and school attendance will primarily be provided in groups.

Group-based support will be provided flexibly and systematically throughout the school year. No administrative decision will be made regarding this.

Group-based forms of support include:

• General remedial teaching provided by the teacher
• Remedial teaching in the language of instruction provided by the teacher
• Teaching provided by a special education teacher in conjunction with regular lessons.

Individual support measures as needed

In addition to group-based support, a pupil may receive individual support measures if the group support is not sufficient. The adequacy of support will be assessed throughout the school year.

Individual support measures are based on the pupil’s individual needs. Support is provided regularly and over an extended period. An administrative decision is made to implement individual support measures.

Individual support measures include:

• Special education teaching provided partly in a small group and alongside regular lessons
• Special education or special class teaching provided in a small group
• Special class teaching provided by a special class teacher
• Interpretation services
• Assistant services
• Assistive devices
• Deviating from the national core curriculum for basic education or the objectives of the local syllabus
• Providing basic education to a pupil based on disability, illness or functional limitation