1. Latvian practice Iveta Mantromoviča National Centre for Special Education 2008

2. In the development of special programmes the mandatory factor for the educational institution is to provide for social correction and rehabilitation classes in curriculum along with the subjects of general education. Those are offered according to the specific type of disorder.

3. For pupils with impaired vision: Individual and group work in orientation, mobility and sight development – those are 5 classes a week in primary school, and 3 – 4 classes later on; Orientation and Lesson on Life – 1 – 2 individual classes per week.

4. For pupils with impaired hearing: Simile Recognition class – 1 – 2 classes per week; Lesson on Life – 2 classes per week.

5. For pupils with impaired mental development: Self-care skills – 2 – 4 classes per week; Lesson on Life – 2 classes per week.

6. Other types of disorders are covered by corresponding rehabilitation classes. In older grades it also includes crafts skills or vocational classes depending on the degree of disorder.

7. The skills acquired by pupil are reflected upon descriptively in development dynamics charts; in pupil’s research charts. The evaluation is made by adding up pupil’s positive achievements, reflecting upon all his/her skills, knowledge and experience, as well as interests and hobbies.

8. In order to evaluate each pupil’s skill level most comprehensively and adequately: Pupils are asked to rate and, within their limits, comment on their achievement thus expanding their skill of decision making, too; A pupil is presented with different ways to demonstrate his/her achievements; The dynamics of individual development of each pupil is considered; Pupils get explanation as to why they are being evaluated and what will be assessed; One must avoid assumptions that a pupil has a certain limitation in skills, which stems from his/her current achievements; One must try to diminish some pupils’ fear of miscarriage or failure.

9. Result indices: If necessary pupils seek help from one another; Pupils report to the teacher if they or somebody else needs help; Pupils that have overcome a certain problem pass on their positive experience; Pupils take pride in their achievements; Pupils approve of other pupils’ achievements.

10. It is important to evaluate the assessment results, and if necessary introduce changes in the curricula. All components of education can only be examined and evaluated by such teacher, who works with pupils on everyday basis, as well as by pupils themselves in mutual evaluation and self-assessment.

11. Thank you!