APPAAL

APLA workshops, Unknowing Hurts,

20-24 June 2012
“Inclusion of pupils with autism in the Luxembourg
mainstream school system”
Elizabeth Scott, MA (SEN)
Special Needs Specialist Teacher
21-06-19 1
 Inclusion issues in Luxembourg

OBJECTIVES

1.Overview of specialist provision for

autism
2.Education for special needs in
Luxembourg
3.Experiences
4.Challenges

21-06-19 2
 Luxembourg’s Specific Situation

- small country
- high immigration
- multilingual population
- multicultural population

= implications for education

for children with ASD

21-06-19 3
Current services for individuals with ASD in Luxembourg
 History
• No specific services before 1981

• 29.09.1981: Société Luxembourgeoise

Pour l'Aide aux personnes autistiques
(special unit in local school which was
later taken by the State)
 Education
04.03.1988
Luxembourgish state creates specialist provision for autism

Institut pour enfants autistiques et psychotiques

Differentiated Education / Ministry of National Education
www.ediff.lu (specialized centers )

2012 : more than 40 students with ASD: Age 5-16

- 7 cohabitation classes in Luxembourg-city
- some special classes in mixed special needs schools
 State Provision: Pros and
Cons
• State education: Institut pour enfants
autistiques et psychotiques
• Specialist units with some contact with
mainstream
• No policy to support children with
Asperger in the mainstream but advice
given
• Conclusion: A gap in inclusion
 Other schools in Luxembourg
• European Schools for children of families
in the European Institutions
• Some support from member states but no
consistent back-up
• Support given by APPAAL if requested
and private initiatives from parents who
hire specialists
• Schools can declare themselves
incompetent
 International Schools
• No consistent policy for inclusion for
students with ASD
• Some capacity to handle children with
Asperger Syndrome
• No capacity to handle children with more
classic autism
• No contact with the local system
• Conclusion: No rights for children with
ASD in practice
 Support given by APPAAL
• Workshops for teachers and parents
• Training for mainstream teachers
• Guidance on creating multidisciplinary
approach
• Providing resources, programmes and
guidelines for pupils with ASD
• Advice to parents on holistic approach
 Association des Parents de Personnes
Atteintes d’Autisme de Luxembourg

APPAAL asbl 31 May 2000 set up by families and people with

autism, many ‘international’ families

To support and give guidance to families with a family member with

autism and people with autism

To improve existing services for families and people with autism

To defend interests of people with autism and those of their families

To collaborate with all interested parties

2012
191 official diagnosed children and adults with autism
Association des Parents de Personnes
Atteintes d’Autisme de Luxembourg
 adapted

Early
Diagnosis Education

Biomedical Intervention

Parents training
 What do schools need?
• Case study from questionnaire from
teachers (2008)
• Identification of training needs
• Differences in perception between trainer
and teachers
 Staff questionnaire
20 responses

• Behaviour/Classroom
management (11)
• Role of class teacher (10)
• Families (10)
• Classroom modifications (9)
• Social Skills Training (9)
• Social Stories (9)
• Screening/Diagnosis (7)
• Structured teaching (7)
• Specialized support within
school (7)
• Communication aids (7)
• Peer support (6)
• Role of classroom assistant(6)
• Role of specialists (5)
 Some interpretations of questionnaire

1. Group of teachers 3.Teachers wanting ideas

wanting general on social skills training
information on most and other specialised
areas
areas
2. Teachers wanting
guidance on managing 4.Certain teachers
their classrooms and with more personal issues
relationships with family
Some needs– understanding
labels
 CORE DIFFICULTIES

• Social interaction
• Language - verbal and non-
verbal
• Imagination/restricted activities

* Sensory difficulties
 Comorbidity

ADHD Reading disability

Autism

Language disorder
 STRENGTHS!!
 Savant skills
 Attention to detail
 Systematic thinking
 Visual
 Prodigious rote memories
 Musical
 Factual
 Wider
range of
children

Reality
Support
Modifications for staff
teachers

Learning
styles
 Conclusions

Inclusion requires collaboration between specialist

services and mainstream

Attitudes and prejudice need to be tackled through

ongoing training

The role of a support group such as APPAAL is to support

families, teachers and students with ASD with evidence
based strategies and to ensure success
THANKS!
Elizabeth Scott