Special school settings

If a pupil's behaviour indicates a high emotional distress and/or a school situation is experienced and perceived as particularly unsuitable for a pupil's needs, both by the school community and by the family, it may be necessary and advisable to consider a temporary stay in a specialized learning environment.

In the CDSE pedagogical school structures, specific learning activities are offered by a multi-professional team, adapted to the needs and the development of the student's social-emotional skills, thus helping them to have a positive school experience.

Temporary education within the framework of the CDSE can prepare children and adolescents for reintegration into mainstream school after a longer period of therapy or a hospital stay. In a protected setting, the student can achieve emotional stability, resume social relationships, make up for missed learning and achieve an adapted learning rhythm that will enable him/her to resume his/her school career.

In this phase, close cooperation with the student's school of origin or future school is essential.

The CDSE offers several temporary specialized schoolings in different learning settings for children and young people at national level:

  • in collaboration with external providers, specialised training for primary school children with profound emotional disorders. They can benefit from a protected environment and lessons adapted to the therapeutic situation in a socio-therapeutic centre (CST) (locations: Grevenmacher, Kautenbach, Luxembourg, Mersch, Schifflange);
  • Annexe Izigerstee: a special school setting for adolsecents aged 10 to18;

  • Annexe Junglinster: A special temporary school setting for orientation and reintegration of secondary school pupils, after prolonged stay/support in/by a therapeutic facility or hospital.

Guidelines

In the case of specialized education, students are enrolled in the CDSE as well as their school of origin or an educational facility designated by the CNI.

The schooling is based on the national curricula of the Luxembourgish public school system.

Subject materials, learning objectives, teaching materials, tools and methods are adapted to the students’ educational needs (and abilities) while being subject to ministerial standards. Students are thus provided with an individual education plan (Plan éducatif individualisé, PEI).

The student’s person of reference promotes the co-operation with the student’s school of origin or future school and facilitates communication to classmates and teachers.

Meanwhile, the CDSE prepares teachers and classmates for the student’s reintegration into mainstream school.

Procedures

In order for a student to be enrolled in the CDSE and/or in one of its special education units, an application must be filed with parental consent by an inclusion commission, by an accredited social, family or counselling organization, by a physician or by the parents/ legal representative themselves.

The procedure then ensues as follows:
  • 1

    The CNI retains the CDSE with specialized diagnostics;

  • 2

    The CDSE runs the specialized diagnostic upon receiving the file from the CNI;

  • 3

    The CDSE subsequently proposes possible measures, a special school setting, if necessary, to the CNI. The CNI makes a final decision related to the implementation of these measures.

The following documents have to be attached to the CNI application:

  • school report;
  • developmental report;
  • psychological assessment;
  • synopsis of measures already put into place in chronological order;
  • justified statement regarding the involvement of the CDSE;
  • written consent of the parents / guardian.

The CNI may request further documents deemed necessary to complete the file (such as a medical report for example).

A reference person from the CDSE is designated to accompany the child/ young and his/her family for the entire duration of the individual support.

"We will find a way...
or we will create one." (Hannibal)

Contact

  • +352 247-65117
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