Inner differentiation

Each student has an individual educational background, an individual learning and working behavior as well as individual talent patterns. That is why we see the individual support of our pupils as an opportunity and a mandate: “It is the school's task to comprehensively challenge and promote all pupils through differentiated learning offers. Special talents, inclinations and disadvantages must be recognized and taken into account in the classroom ”(School Act, Part IV, § 14).

The better the students are encouraged, the more structured they can work and the more comfortable they feel in a class, the more productive the learning atmosphere is for everyone and the better each individual child can develop his or her potential.

In the form of inner differentiation, the students of our school receive differentiated job offers and materials that meet their respective needs, abilities and interests. Such an internal differentiation is particularly useful in independent exercise phases and when doing homework, which can be carried out according to various criteria, e.g. B. Scope of tasks, level of requirements, content and interest, learning path and
Way of access etc.

Support for reading and spelling difficulties (LRS)

Reading spelling difficulties (LRS) mean a delay in reading spelling development that cannot be explained by a general decrease in intelligence. This is a partial underperformance, which can entitle to the use of free external funding measures.

Pupils with difficulties in reading and spelling are not considered children with special educational needs. You simply need more time to absorb and process information from texts before you can develop a solution yourself and then write it down.

Individual promotion of the LRS requires close observation of the pupils, individual teaching and learning material and continuous encouragement. Students with LRS need a lot of time, varied exercises and a lot of patience on the part of their teachers and parents.

From grade 7 onwards, pronounced reading and spelling difficulties are identified by SIBUZ. As a rule, registration for the determination at SIBUZ must be made by grade 8 at the latest, always with school-based documentation of the measures taken to date. If there is a pronounced reading and spelling difficulty that has been determined and resolved by SIBUZ and that occurred in grades 7/8, the
As a rule, no further examination is required up to the upper secondary level.

Support for arithmetic disorders (dyscalculia)

A computing disorder means the impairment of computing skills that cannot be explained by a general decrease in intelligence. The deficit concerns the mastery of basic arithmetic skills such as addition, subtraction, multiplication and division.

Individual support for dyscalculia requires close observation of the pupils, individual teaching and learning material and continuous encouragement. Students with dyscalculia need a lot of time, varied and descriptive exercises and a lot of patience on the part of their teachers and parents.

The mathematics teacher decides on the necessity and the content of the support in the case of arithmetic disorder. It takes into account the ongoing observations of individual learning processes and the increase in competence of the students in relation to the learning situation.

Funding generally ends when the mathematics performance meets the minimum requirements of the grade attended.

If the elementary school has already identified very pronounced arithmetic difficulties, a relevant funding recommendation and the learning documentation, and if the specialist teacher at lower secondary level agrees with this assessment, the school management can, on the recommendation of the class conference, grant disadvantage compensation in grades 7-10. As a measure of disadvantage compensation in lower secondary education, there is usually only an extension of the
Working hours in the case of written learning success checks and class assignments (by a maximum of 25%).

Funding if special educational needs are identified

Special educational support serves to compensate for disadvantages. It serves to enable the students a high degree of school integration.

There are special educational needs in the focal areas: physical and motor development, mental development, language, hearing, seeing, autism and emotional and social development.

An application for the determination of special educational needs is only made after all internal resources of general and individual support have been exhausted.

Special education, medical and psychosocial counseling services are included as extra-curricular support systems. B. the school psychological counseling center SIBUZ, the youth welfare office, the child and adolescent psychiatric service, social pediatric centers (SPZ) as well as the educational and family counseling centers.