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The means of supporting students with SEN, specific educational needs, is slightly different here in Switzerland to other countries. This does not mean support and expertise is not available; it means that the ways in which it can be accessed and monitored varies. 

As is stated by EDK, the Swiss federal department of Education, 

"There is a special educational requirement for children and young people, where it is ascertained, that development is restricted...or that they are unable to meet the usual school standards without special support." 

The key phrase, "...where it is ascertained..." may be a stumbing block for some families.

AND provides overviews and support that assist families understanding and moving through this process. 

When comparing the Swiss system (through Nachteilausgleich and Nachteilausgleichsmassnahmen), the U.S. system (via Section 504 and IEPs), and the UK system (through Special Educational Needs or SEN support and Education, Health and Care Plans or EHCPs), some parallels can be drawn, but there are key distinctions in terms of frameworks, procedures, and terminologies. Here’s a breakdown of how they relate:

Nachteilausgleich (Disadvantage Compensation) is a set of accommodations designed to ensure that students with special educational needs or disabilities can participate in the education system on an equal footing with their peers. These accommodations typically involve adjustments to assessment conditions, such as extended time for exams, alternate test formats, or other aids that do not alter the content or performance expectations.

Section 504 of the Rehabilitation Act provides similar accommodations in the U.S. educational system for students with disabilities. It ensures that these students receive accommodations that allow them to access the curriculum and demonstrate their knowledge without being disadvantaged by their disability.

SEN provision in the UK is a broader system which incorporates these types of accommodations in schools. Similar to Nachteilausgleich, schools must make reasonable adjustments under the Equality Act 2010 to ensure that children with disabilities are not disadvantaged in comparison to their peers. This could include access arrangements during exams (such as extra time, scribes, or readers) or changes to classroom settings. The UK SEN Code of Practice emphasises making these accommodations where necessary.

All systems aim to level the playing field for students with disabilities or special educational needs. In the UK, these adjustments are part of the school's ongoing duty, whereas in Switzerland, Nachteilausgleich tends to focus specifically on ensuring fair conditions for assessments and exams.

Nachteilausgleichsmassnahmen (Disadvantage Compensation Measures) refer to more individualised and potentially more extensive interventions or supports, potentially going beyond the scope of the standard Nachteilausgleich. These measures could include targeted educational supports, therapy, specialised instructional approaches, or adjustments to the curriculum based on the student's specific needs.

U.S. IEPs (Individualized Education Programs) are formalised, individualised educational plans created under the Individuals with Disabilities Education Act (IDEA). They provide specific, tailored educational supports and services based on the unique needs of the student, which might involve specialised instruction, therapies, or other interventions to help the student meet educational goals.

U.K. SEN system – EHCPs: In the UK, Education, Health, and Care Plans (EHCPs) serve a similar purpose. EHCPs are legal documents outlining the specific educational, health, and social care support that a child with more complex needs requires. The EHCP goes beyond basic accommodations, specifying tailored interventions and support mechanisms to help the child achieve set educational outcomes. This could include specialized teaching, therapies, or the involvement of external specialists.

Nachteilausgleichsmassnahmen in Switzerland, IEPs in the U.S., and EHCPs in the UK are more individualised, comprehensive plans that involve personalised interventions tailored to a child’s specific needs. These plans go beyond simple accommodations to include tailored educational goals and support measures.

Key Differences:

• Legal structure: In both the U.S. and the UK, IEPs and EHCPs are legally binding and enforceable documents, ensuring specific protections for the child and family. In Switzerland, the degree of legal enforceability and formal structure around Nachteilausgleich and Nachteilausgleichsmassnahmen can vary, depending on the canton and local regulations.

• Focus of plans: While U.S. IEPs and UK EHCPs focus heavily on educational interventions, EHCPs also incorporate health and social care, offering a more comprehensive approach than IEPs in the U.S. and Nachteilausgleichsmassnahmen in Switzerland.

• Assessment and oversight: EHCPs in the UK involve local authorities and multiple agencies (education, health, and care), whereas IEPs in the U.S. are more focused on education. Nachteilausgleichsmassnahmen may involve a multidisciplinary approach but are typically more education-focused, and the level of oversight can vary regionally.

Each system addresses special educational needs but does so within different legal, procedural, and cultural contexts. Does this comparison clarify the parallels you were looking for?

An IEP, an Individual Education Programme or Plan, is a document used in many countries to plan, record and used to implement a learning programme that caters to the unique needs of individual students.  Typically, these students have disabilities that have an adverse effect on their educational progress. These conditions can include ASD, developmental delays like ADHD, emotional and behaviour disorders, speech or language disabilities, visual impairments, etc. More information about IEPs can be found here: https://en.wikipedia.org/wiki/Individualized_Education_Program  

Some schools in Switzerland use IEPs, but this is often non-transparent and unstandardised. In order to take action, AND has designed an IEP template that we can draft, then present to your school. 

In doing so, we will...

• Review a student's Spiky Profile: where their achievements are to a greater extreme in comparison to the majority.

• Create SMART learning outcomes: Specific, Measurable, Achievable, Relevant, Time-bound

• Determine manageable strategies and/or routines that will support the development of the learning outcomes. 

• Agree upon a immediate and healthy reward that will help motivate the learner. 

• Identify how to be proactive rather than reactive in order to maintain a healthy learning environment.

• Provide a range of learning resources that support your child's individual needs and desires.

To support your company’s commitment to meeting Swiss Anti-discrimination laws as well as the United Nations' right of persons with disabilities to work on an equal basis with others, a guided discussion on neurodivergence can be facilitated by AND. A facilitator can lead a discussion focused on neurodiversity, reviewing both positive and problematic behaviours and how team members, including employees and leaders, can prevent, mitigate, or address them. The discussion will take place in a controlled, safe, and non-attributional environment where the perspectives of every individual are welcomed and respected. Additionally, a review can be conducted to ensure reasonable accommodations are provided to support the needs of neurodivergence within your workplace..

Under development

You may wish to move or return to an English-speaking country. It's only natural you want to ensure your child's English skills are secure enough for this transition to be smooth. I can help assess what literacy skills your child already has, then design a plan that will support further development.

1:1 or small group private lessons can be arranged.

Learning support can also be given in all areas of an English curriculum.