Help

In close collaboration with the class teacher the ESEB establishes the diagnosis and takes care of pupils with special or specific educational needs during school hours. Some offers take place outside school hours. (cf. article “socio-educational activities through the ESEB“).

The ESEB ensures a first intervention in crisis situations and makes a first diagnosis for Commission for Inclusion.

In case of school, psychological or other problems, parents can contact the ESEB directly.

A teacher has been assigned to join the ESEB. In addition, the Ministry has granted a discharge so that a member of the teaching staff can take charge of equestrian pedagogy, from which some pupils with special needs can benefit.

Assigned to schools, they are involved in the care of students with special or specific needs in an inclusive approach within the school. They assist students in the classroom, liaise with class teachers and the pedagogical team and act as a link with parents and the Commission for Inclusion. Their mission is to coordinate and contribute to the schooling of students with special needs.

Support for dysphasia (a disorder in the learning and development of oral language), dyslexia (a disorder in written language) or dyscalculia (a disorder in the manipulation of quantities and calculations) is offered to students with special educational needs in oral and written language learning and mathematics. This support is provided according to a specific procedure in consultation with all concerned.

All schools receive a number of additional lessons for differentiation, help and support measures. This means that each pupil can be supported individually.

The competence centres for specialised psychopedagogy (centres de compétences en psychopédagogie spécialisée) are for pupils with special needs and their parents who wish to receive specialised services in addition to the services provided by primary or secondary education.

In Luxembourg, eight competence centres and one agency are specialised in dealing with the special needs pupils may have. They are active in clearly defined areas:

• Centre for the development of speech, hearing and communication-related skills – Competence centre for language and hearing therapy (Centre pour le développement des compétences langagières, auditives et communicatives – Centre de logopédie, CL);
• Competence centre for the development of vision-related skills (Centre pour le développement des compétences relatives à la vue, CDV);
• Competence centre for socio-emotional development (Centre pour le développement socio-émotionnel, CDSE);
• Grand Duchess Maria Teresa Competence centre for learning development (Centre pour le développement des apprentissages Grande-Duchesse Maria Teresa, CDA);
• Competence centre for motor development (Centre pour le développement moteur, CDM);
• Competence centre for intellectual development (Centre pour le développement intellectuel, CDI);
• Competence centre for children and young people with autism spectrum disorder (Centre pour enfants et jeunes présentant un trouble du spectre de l’autisme, CTSA);
• Competence centre for children and young people with high potential (Centre pour enfants et jeunes à haut potentiel, CEJHP);
• Agency for the transition to independent living (Agence pour la transition vers une vie autonome, ATVA).