{"id":34655,"date":"2023-02-22T07:44:57","date_gmt":"2023-02-22T07:44:57","guid":{"rendered":"https:\/\/teknomers.com\/en\/over-1-million-hours-of-special-education-were-lost-in-one-year-news-oslo-and-viken-local-news-tv-and-radio\/"},"modified":"2023-02-22T07:44:58","modified_gmt":"2023-02-22T07:44:58","slug":"over-1-million-hours-of-special-education-were-lost-in-one-year-news-oslo-and-viken-local-news-tv-and-radio","status":"publish","type":"post","link":"https:\/\/teknomers.com\/en\/over-1-million-hours-of-special-education-were-lost-in-one-year-news-oslo-and-viken-local-news-tv-and-radio\/","title":{"rendered":"Over 1 million hours of special education were lost in one year – news Oslo and Viken – Local news, TV and radio"},"content":{"rendered":"\n

– We have no control over what happens to the children who are recommended for special education, says Monica Melby-Lerv\u00e5g. She is professor of special pedagogy at the University of Oslo and heads the research center SpedAims. Monica Melby-Lerv\u00e5g, professor of special education at the University of Oslo. Photo: Shane Colvin \/ University of Oslo In recent weeks, she has followed the school debate after news told the stories about 14-year-old Storm and her classmate “Christian”. Both have dyslexia and were promised special education. But the parents struggled to find out if the children were getting the education they were supposed to. When they complained, both were upheld by the state administrator that the primary school had not provided the special education they were supposed to. news survey: 1.3 million hours There are almost 50,000 children at Norwegian primary schools who receive special education because they need extra help at school. Each of them knows exactly how many such hours they should have during a school year. It can typically vary from 50 to more than 500 hours. Together, teachers and assistants provide 18 million hours of special education a year. But when everyday life comes, the school cannot carry out all the lessons as planned. Both principals and teachers news has been in contact with give various reasons why it happens, but a common explanation is that a teacher falls ill. They say that many schools solve the need for substitutes by moving the teacher who was supposed to be doing special education for a few students to teach an entire class instead. No one knows how often classes are canceled in this way, but Melby-Lerv\u00e5g is convinced that it happens very often. To get an insight into the scope, news has asked the principals at all the country’s primary schools about how many hours were lost last school year. The answers confirm that many students receive significantly less help than they are entitled to. Six out of ten headmasters answered that not all hours of approved special education were carried out. news’s \u200b\u200bcalculations based on the principals’ answers and figures from Udir show that more than 1.3 million hours were not completed last school year. Almost every fourth headmaster says they do not have an overview of how many lessons have been completed. When the schools lack an overview, Melby-Lerv\u00e5g believes it increases the risk that the schools will never make up for the lost hours as they should. – Should report deviations The school year 2021\/2022 was still affected by the pandemic in society. That may have influenced the principals’ answers. Some principals state that it is too time-consuming to keep track of how many hours are lost. Just as many answer that they are not required to have an overview. Melby-Lerv\u00e5g believes this is a big problem. – A system should be put in place where schools have to report deviations in the same way as they have to report the results of national tests, she says. The Children’s Ombudsman has also seen that many pupils do not get the offer they are entitled to. – This is not sustainable. Now the municipalities must put systems in place to ensure that the pupils fulfill their rights, says Inga Bejer Engh. She says the current legislation requires the municipalities to have routines to ensure that the Education Act is followed. But if it still does not work, the children’s ombudsman believes that the government and the Storting must tighten the regulations. Children’s representative Inga Bejer Engh. Photo: Tom Balgaard \/ news – It is the state that has the overall responsibility for ensuring that this is in place, she says. Little effect In September of last year, Bergen municipality introduced a system where schools are now required to count twice a year. If they are unable to make up the lost hours, it must be reported as a deviation. Melby-Lerv\u00e5g wants a similar system throughout the country, and believes it is needed for special education to have the desired effect. Today, research shows that special education does not provide a particularly large improvement in pupils’ results. – It should come as no surprise that the teaching has no effect when it is not carried out as it should be. It’s a shame both for the pupils involved, but also for society as special education is incredibly expensive, she says. More than 10,000 Norwegian pupils leave school every year without being able to read and understand simple texts. Some of these need extra help. Photo: Anders Fehn \/ news – Serious State Secretary Sindre Lys\u00f8 (Ap) in the Ministry of Education is clear that it is the municipalities’ responsibility to carry out the special education the pupils are entitled to. He thinks it is serious that news’s \u200b\u200bheadmaster’s survey shows that many pupils get fewer hours than they should. – The law is clear about what the municipalities are responsible for. Then I think it’s unfortunate that they answer the way they do, says Lys\u00f8. He does not want to reveal what changes the government is planning in the new Education Act. Therefore, he also does not promise to comply with Melby-Lerv\u00e5g’s wish that the municipalities should report deviations in special education. – There is no automaticity in the fact that more reporting leads to better training. The important thing for us is that the municipalities that do not have the right systems get them in place, he says. Survey on special education news has sent a survey to principals at all the country’s primary schools. The topic was special education in schools. The principals of 830 schools have responded to the survey. This makes up a third of the country’s primary schools. There is a geographical spread so that principals from all the country’s regions are involved. The survey was sent out by e-mail via Questback in the period 8.11.2022 \u2013 16.11.2022. The principals were asked to answer how they experienced the 2021\u20132022 school year. Parts of this year may have been affected by the corona virus. Based on the principals’ answers, news has calculated that at least 1.38 million hours of special education were not carried out last school year. The calculation is based on the following: 49,246 pupils were allocated special education. Teachers and assistants must provide a total of 17.9 million hours of special education to these students, figures from Udir show. 31.6 per cent of the head teachers answered that all the hours of special education were carried out, while 5.1 per cent answered “don’t know”. These are not included in the calculation of missing special education hours. 63.3 per cent (513 head teachers) answered that not all the hours of special education were carried out as they should. The principals were asked to answer what proportion of the lessons were not completed. 417 principals have answered in a range of 0\u20135 per cent, 6\u201310 per cent, etc. news’s \u200b\u200bcalculation is based on the fact that the principals in the survey work at schools that are average in size and in the proportion of pupils with special education. The survey also shows that 22.6 per cent of the head teachers do not have an overview of how many hours of special education had been completed. The most important explanations were that they are not required to have an overview or that it is too time-consuming. Source: news Research Centre
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– We have no control over what happens to the children who are recommended for special education, says Monica Melby-Lerv\u00e5g. She is professor of special pedagogy at the University of Oslo and heads the research center SpedAims. Monica Melby-Lerv\u00e5g, professor of special education at the University of Oslo. Photo: Shane Colvin \/ University of Oslo […]<\/p>\n","protected":false},"author":1,"featured_media":34656,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[2391,801,151,50,679,16,11,152,412,150,159],"class_list":["post-34655","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-general","tag-education","tag-hours","tag-local","tag-lost","tag-million","tag-news","tag-oslo","tag-radio","tag-special","tag-viken","tag-year"],"_links":{"self":[{"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/posts\/34655","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/comments?post=34655"}],"version-history":[{"count":0,"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/posts\/34655\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/media\/34656"}],"wp:attachment":[{"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/media?parent=34655"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/categories?post=34655"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/teknomers.com\/en\/wp-json\/wp\/v2\/tags?post=34655"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}