| European Agency for Special Needs and Inclusive Education

Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

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In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2021/2022 Data:

Table 1 All children/learners
Table 2 All children/learners with an official decision of SEN
Background Information

Question	ISCED 02			ISCED 1			ISCED 2			ISCED 3
Question	Boys:	Girls:	Total:	Boys:	Girls:	Total:	Boys:	Girls:	Total:	Boys:	Girls:	Total:
1.1 Actual population of children/learners in the typical ISCED age ranges	31,680	29,757	61,437 1.1	68,308	64,213	132,521 1.2	34,187	32,377	66,564 1.3	39,509	37,232	76,741 1.4
1.2 All children/learners enrolled in any form of recognised education	30,883	28,361	59,244 2.1	68,821	64,342	133,163 2.2	32,703	31,429	64,132 2.3	35,414	34,509	69,923 2.4
1.3 All children/learners enrolled in mainstream (pre-)schools	30,803	28,335	59,138 3.1	66,852	63,253	130,105 3.2	32,151	31,127	63,278 3.3	35,264	34,461	69,725 3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time	30,803	28,335	59,138 4.1	66,586	63,092	129,678 4.2	32,049	31,056	63,105 4.3	35,264	34,461	69,725 4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes	M	M	M 5.1	266	161	427 5.2	102	71	173 5.3	NA	NA	NA 5.4
1.4 All children/learners educated outside of mainstream (pre-)schools	80	26	106 6.1	1,969	1,089	3,058 6.2	552	302	854 6.3	150	48	198 6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education	69	22	91 7.1	1,753	955	2,708 7.2	552	302	854 7.3	150	48	198 7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries	11	4	15 8.1	216	134	350 8.2	NA	NA	NA 8.3	NA	NA	NA 8.4
1.4c All children/learners educated in other recognised forms of alternative education	M	M	M 9.1	M	M	M 9.2	M	M	M 9.3	M	M	M 9.4
1.4d All children/learners educated in recognised forms of home schooling	NA	NA	NA 10.1	NA	NA	NA 10.2	NA	NA	NA 10.3	NA	NA	NA 10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.	NA	NA	NA 11.1	821	761	1,582 11.2	457	363	820 11.3	NA	NA	NA 11.4

Sources and notes:

^1.1 Sources: UOE (DEM), Statistics based on administrative data
Notes:
Population aged 3–5 years.
^1.2 Sources:
UOE (DEM), Statistics based on administrative data

Notes:
Population aged 6–11 years.
^1.3 Sources:
UOE (DEM), Statistics based on administrative data

Notes:
Population aged 12–14 years.
^1.4 Sources:
UOE (DEM), Statistics based on administrative data

Notes:
Population aged 15–18 years.
^2.1 Sources:
UOE (ENRL), Statistics based on administrative data

Notes:
Pre-primary education is not compulsory. There are 2,324 children (Boys: 1,521, Girls: 803) aged 6 years who attend pre-primary education even though they have reached the age for starting schooling. By law, they have the right to one-year postponed admission to the first year of school education. The criterion for postponement is the level of readiness for school. The decision on postponement is taken at the school level or with the decision on SEN in the administrative procedure.
^2.2 Sources:
UOE (ENRL), Statistics based on administrative data
^2.3 Sources:
UOE (ENRL), Statistics based on administrative data
^2.4 Sources:
UOE (ENRL), Statistics based on administrative data

Notes:
Upper-secondary education is not compulsory.
^3.1 Sources:
Statistics based on administrative data
^3.2 Sources:
Statistics based on administrative data
^3.3 Sources:
Statistics based on administrative data
^3.4 Sources:
Statistics based on administrative data
^4.1 Sources: Statistics based on administrative data
Notes: Data includes also children educated in separate groups spending less than 80% of the time with their peers in mainstream groups.
^4.2 Sources: Statistics based on administrative data
^4.3 Sources: Statistics based on administrative data
^4.4 Sources: Statistics based on administrative data
^5.1 Sources:
Statistics based on administrative data

Notes:
Data included in 1.3a. There are 313 children aged 1–5 attending adapted educational programmes for pre-school children provided in separate groups in mainstream kindergartens. Data is not collected separately for ISCED 01 and 02.
^5.2 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in mainstream schools attending adapted education programmes with lower educational standards or special education programmes in separate classes.
^5.3 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in mainstream schools attending adapted education programmes with lower educational standards or special education programmes in separate classes.
^5.4 Notes:
Not applicable.
^6.1 Sources:
Statistics based on administrative data

Notes:
Includes children enrolled in public institutions for children and young people with SEN that also provide adapted educational programmes for pre-school children.
^6.2 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public special basic schools and institutions for children and young people with SEN that provide adapted and special education programmes.
^6.3 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public special basic schools and institutions for children and young people with SEN that provide adapted education programmes.
^6.4 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public educational institutions for children and young people with SEN that provide adapted education programmes.
^7.1 Sources:
Statistics based on administrative data

Notes:
Includes children enrolled in public educational institutions for children and young people with SEN that also provide adapted educational programmes for pre-school children.
^7.2 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public special basic schools and educational institutions for children and young people with SEN that provide adapted and special education programmes.
^7.3 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public special basic schools and educational institutions for children and young people with SEN that provide adapted education programmes.
^7.4 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public educational institutions for children and young people with SEN that provide adapted education programmes with equivalent education standard.
^8.1 Sources:
Statistics based on administrative data

Notes:
Includes children enrolled in public social-care residential institutes providing adapted educational programme for pre-school children which fall under the responsibility of the ministry responsible for social affairs.
^8.2 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public social-care residential institutes providing special education programme which fall under the responsibility of the ministry responsible for social affairs.
^8.3 Notes:
Not applicable.
^8.4 Notes:
Not applicable.
^9.1 Notes: No data available.
^9.2 Notes: No data available.
^9.3 Notes: No data available.
^9.4 Notes: No data available.
^10.1 Notes:
Not applicable.
^10.2 Sources:
Statistics based on administrative data

Notes:
Parents have the right to educate their child at home while the child is formally enrolled in a school. The school annually provides assessment of the learners’ knowledge. If the learner does not meet the required knowledge standards, they must attend education/lessons in the school from the next school year on. Learners who attend home-based learning are considered as students of the particular school therefore they are included in 1.2, 1.3, 1.3a, 1.4 and 1.4a. However, based on administrative data, approximately 1% of learners are educated at home (of all learners enrolled in any form of recognised education reported in 1.2).
^10.3 Sources:
Statistics based on administrative data

Notes:
Parents have the right to educate their child at home while the child is formally enrolled in a school. The school annually provides assessment of the learners’ knowledge. If the learner does not meet the required knowledge standards, they must attend education/lessons in the school from the next school year on. Learners who attend home-based learning are considered as students of the particular school therefore they are included in 1.2, 1.3, 1.3a, 1.4 and 1.4a. However, based on administrative data, approximately 0.6% of learners are educated at home (of all learners enrolled in any form of recognised education reported in 1.2).
^10.4 Notes:
Not applicable.
^11.1 Notes: Pre-primary education is not compulsory.
^11.2 Sources: Statistics based on administrative data
^11.3 Sources: Statistics based on administrative data
^11.4 Notes:
Upper-secondary education is not compulsory.

Question	ISCED 02			ISCED 1			ISCED 2			ISCED 3
Question	Boys:	Girls:	Total:	Boys:	Girls:	Total:	Boys:	Girls:	Total:	Boys:	Girls:	Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges	M	M	M 1.1	6,559	3,224	9,783 1.2	4,122	2,312	6,434 1.3	3,929	2,272	6,201 1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education	M	M	M 2.1	6,559	3,224	9,783 2.2	4,122	2,312	6,434 2.3	3,929	2,272	6,201 2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools	M	M	M 3.1	4,590	2,135	6,725 3.2	3,570	2,010	5,580 3.3	3,779	2,224	6,003 3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time	M	M	M 4.1	4,324	1,974	6,298 4.2	3,468	1,939	5,407 4.3	3,779	2,224	6,003 4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes	M	M	M 5.1	266	161	427 5.2	102	71	173 5.3	NA	NA	NA
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools	80	26	106 6.1	1,969	1,089	3,058 6.2	552	302	854 6.3	150	48	198 6.4
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education	69	22	91 7.1	1,753	955	2,708 7.2	552	302	854 7.3	150	48	198 7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries	11	4	15 8.1	216	134	350 8.2	NA	NA	NA 8.3	NA	NA	NA 8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education	NA	NA	NA 9.1	NA	NA	NA 9.2	NA	NA	NA 9.3	NA	NA	NA 9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling	NA	NA	NA 10.1	NA	NA	NA 10.2	NA	NA	NA 10.3	NA	NA	NA 10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education	NA	NA	NA 11.1	M	M	M 11.2	M	M	M 11.3	NA	NA	NA 11.4

Sources and notes:

^1.1 Notes: Population aged 3–5 years.
^1.2 Sources: Statistics based on administrative data
Notes: Population aged 6–11 years.
^1.3 Sources: Statistics based on administrative data
Notes: Population aged 12–14 years.
^1.4 Sources: Statistics based on administrative data
Notes: Population aged 15–18 years.
^2.1 Notes: No data available.
^2.2 Sources: Statistics based on administrative data
^2.3 Sources: Statistics based on administrative data
^2.4 Sources: Statistics based on administrative data
^3.1 Notes:
Includes children with the decision issued in the administrative procedure who are enrolled in mainstream kindergartens attending mainstream programmes for preschool children with adapted implementation and additional professional support, and children attending adapted programmes for preschool children with SEN, provided in separate groups.
^3.2 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in mainstream schools attending mainstream education programmes with adapted implementation and additional professional support, learners attending adapted education programmes with lower educational standards or special education programmes; both of the latter programmes are for learners with SEN and are provided in separate classes.
^3.3 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in mainstream schools attending mainstream education programmes with adapted implementation and additional professional support and learners attending adapted education programmes with lower educational standards; the latter is for learners with SEN and is provided in separate classes.
^3.4 Sources:
Statistics based on administrative data

Notes:
Includes learners attending mainstream education programmes with adapted implementation and additional professional support.
^4.1 Notes:
Data includes children educated in separate groups spending less than 80% of the time with their peers in mainstream groups.
^4.2 Sources:
Statistics based on administrative data

Notes:
Includes learners attending mainstream education programmes with adapted implementation and additional professional support.
^4.3 Sources:
Statistics based on administrative data

Notes:
Includes learners attending mainstream education programmes with adapted implementation and additional professional support.
^4.4 Sources:
Statistics based on administrative data

Notes:
Includes learners attending mainstream education programmes with adapted implementation and additional professional support.
^5.1 Sources:
Statistics based on administrative data

Notes:
Data included in 2.3.a. There are 313 children with SEN aged 1–5 attending adapted educational programmes for pre-school children provided in separate groups in mainstream kindergartens. Data is not collected separately for ISCED 01 and 02.
^5.2 Sources:
Statistics based on administrative data

Notes:
Includes learners attending adapted education programmes or special education programmes with lower educational standards; both are for learners with SEN and are provided in special classes of some mainstream schools.
^5.3 Sources:
Statistics based on administrative data

Notes:
Includes learners attending adapted education programmes with lower educational standards for learners with SEN, provided in special classes of some mainstream schools.
^6.1 Sources:
Statistics based on administrative data

Notes:
Includes children enrolled in public institutions for children and young people with SEN that also provide adapted educational programmes for pre-school children.
^6.2 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public special basic schools and institutions for children and young people with SEN that provide adapted and special education programmes.
^6.3 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public special basic schools and institutions for children and young people with SEN that provide adapted education programmes.
^6.4 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public educational institutions for children and young people with SEN that provide adapted education programmes.
^7.1 Sources:
Statistics based on administrative data

Notes:
Includes children enrolled in public educational institutions for children and young people with SEN that also provide adapted educational programmes for pre-school children.
^7.2 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public special basic schools and educational institutions for children and young people with SEN that provide adapted and special education programmes.
^7.3 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public special basic schools and educational institutions for children and young people with SEN that provide adapted education programmes.
^7.4 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public educational institutions for children and young people with SEN that provide adapted education programmes with equivalent education standard.
^8.1 Sources:
Statistics based on administrative data

Notes:
Includes children enrolled in public social-care residential institutes that also provide adapted educational programmes for pre-school children which fall under the responsibility of the ministry responsible for social affairs.
^8.2 Sources:
Statistics based on administrative data

Notes:
Includes learners enrolled in public social-care residential institutes that provide special education programmes for learners with SEN, which fall under the responsibility of the ministry responsible for social affairs.
^8.3 Notes:
Not applicable.
^8.4 Notes:
Not applicable.
^9.1 Notes:
The provision of education for children with SEN is a public service; in special circumstances, it may be in private kindergartens or a private institution.
^9.2 Notes:
The provision of education for children with SEN is a public service; in special circumstances, it may be in private schools or a private institution, and in the form of home schooling.
^9.3 Notes:
The provision of education for children with SEN is a public service; in special circumstances, it may be in private schools or a private institution, and in the form of home schooling.
^9.4 Notes:
The provision of education for children with SEN is a public service; in special circumstances, it may be in private schools or a private institute.
^10.1 Notes:
Not applicable.
^10.2 Sources:
Statistics based on administrative data

Notes:
In special circumstances, learners with SEN may be educated in the form of home schooling (decision issued in the administrative procedure has to include home schooling) while the learner is formally enrolled in a school. The school annually provides assessment of the learners’ knowledge. If the learner does not meet the required knowledge, they must attend education/lessons in the school from the next school year on. Learners who attend home-based learning are considered as students of the particular school therefore they are included in 2.2, 2.3, 2.3a, 2.3b, 2.4 and 2.4a. However, based on administrative data, approximately 0.5% of learners with SEN are educated at home (of all learners with an official decision of SEN in any recognised form of education reported in 2.2).
^10.3 Sources:
Statistics based on administrative data

Notes:
In special circumstances, learners with SEN may be educated in the form of home schooling (decision issued in the administrative procedure has to include home schooling) while the learner is formally enrolled in a school. The school annually provides assessment of the learners’ knowledge. If the learner does not meet the required knowledge, they must attend education/lessons in the school from the next school year on. Learners who attend home-based learning are considered as students of the particular school therefore they are included in 2.2, 2.3, 2.3a, 2.3b, 2.4 and 2.4a. However, based on administrative data, approximately 0.5% of learners with SEN are educated at home (of all learners  with an official decision of SEN in any recognised form of education reported in 2.2).
^10.4 Notes:
Not applicable.
^11.1 Notes: Not compulsory.
^11.2 Notes: No data available.
^11.3 Notes: No data available.
^11.4 Notes: Not compulsory.

Slovenia - Country Background Information

Describing the forms of education in the country
Identifying an ‘inclusive setting’ in the country
What an ‘official decision of SEN’ means in the country
What ‘out-of-education’ means in the country

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

6–14

Compulsory basic education in Slovenia is organised as integrated primary and lower-secondary education, i.e. as a single structure, nine-year basic school. Children enrol in grade one in the calendar year of their sixth birthday. School entry may be postponed by a maximum of one year.

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02	ISCED LEVEL 1	ISCED LEVEL 2	ISCED LEVEL 3
3–5	6–11	12–14	15–18

Is private sector education covered by the data provided for the country?

Yes

Privately founded kindergartens and schools must meet the statutory requirements on programme, premises and staff qualifications. They provide their own officially-recognised education programmes and receive public funding (in full or part). Private kindergartens or schools which hold concession are regarded as part of the public network of kindergartens and schools and provide public programmes. The share of learners attending private kindergartens and schools is low (ISCED 0: 5%, ISCED 1 and 2: 1%, ISCED 3: 2%).

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?

Yes

The social-care residential institutes which fall under the responsibility of the Ministry of Labour, Family, Social Affairs and Equal Opportunities provide the special education programme. It is provided for children, young people and adults with moderate, severe and profound mental development disabilities.

The programme aims to stimulate the learner’s development in the field of perception, physical, emotional and mental abilities, and communicative and social skills; train them to become conscious of health issues and live independently; enable them to attain basic knowledge and skills and get them accustomed inactive and to some extent independent inclusion in the surroundings. It is organised in levels. As a rule, each level is made of three years: the compulsory part at levels 1, 2 and 3 and optional part at levels 4, 5 and 6, up to the age of 26.

Are there recognised forms of alternative education covered by the data provided for the country?

Are there recognised forms of home schooling covered by the data provided for the country?

Yes

Parents have the right to educate their child at home while the child is formally enrolled in a basic school which provides primary and lower-secondary education (ISCED 1 and 2). The school assesses the learner’s knowledge annually. If the learner does not meet the required knowledge standards, they must attend education/lessons in the school from the next school year on.

Learners who attend home-based learning are considered as pupils of the particular basic school, therefore they are included in all relevant forms of recognised education. However, based on administrative data, approximately 0.7% of learners are educated at home (out of all learners enrolled in any form of recognised education reported in EASIE data table 1 in row 1.2).

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

Placement in a mainstream class implies over 80% or more
Data is available on the number of hours of support allocated to a child/learner
Placement in a mainstream class implies over 50% or more.

Are you able to provide actual data to verify the 80% placement benchmark?

If no, which proxy are you using

Placement in a mainstream class implies 80% or more

What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
There is some form of regular review process of the child/learner’s needs, progress and support.

Please describe what an ‘official decision’ is in the country.

ISCED 1, 2 and 3

In Slovenia, the ‘official decision of SEN’ is a ‘SEN guidance decision’ (odločba o usmeritvi) issued by the National Education Institute of Slovenia in the administrative procedure which is regulated by law. The decision is based on an expert opinion of the multidisciplinary SEN guidance commission.

The decision determines: the educational needs of the child, the appropriate education programme in which the child is/will be placed and the school/educational institution in which the child will be enrolled; the scope, form and provider of additional professional assistance; devices, premises and equipment and other conditions that need to be provided; a temporary or permanent attendant; a Slovenian sign language interpreter; reduced number of children/learners in the group/class; the time limit for testing the adequacy of the placement; and other rights regulated by law (e.g. free transportation).

ISCED 0

The Act Regulating the Integrated Early Treatment of Pre-school Children with Special Needs has been in force since 1 January 2019. It determines the procedure and stakeholders of integrated early treatment of pre-school children with SEN and those at risk. Early treatment centres form multidisciplinary teams which draft an individualised family support plan that includes recommendations for help and support best suited to the child’s and family’s needs. Regarding education, the plan may specify the suitable education programme, recommend steps needed for a child’s transition to kindergarten, how to provide an inclusive environment, needed adjustments of organisation and transition between programmes, physical assistance, use of sign language and communication appropriate to deaf-blindness, reduced number of children in a group, etc. Data on children (ISCED 02) included in early treatment is not collected at national level.

What educational assessment procedures are carried out and who is involved?

To establish the facts and circumstances necessary for the optimal placement of the child/learner, an SEN guidance commission (komisija za usmerjanje) is established. The commission drafts an expert opinion. The opinion is based on available expert documentation relating to the special needs of the learner; the report of the school/educational institution including the teacher’s written report; interview with the applicant (usually parents or school); where necessary, interview with the learner and/or after examining the learner; and if needed, acquired additional psychological and medical documentation.

The National Education Institute of Slovenia sends an expert opinion to the parents or the applicant for the initiation of the procedure and to the educational institution in which the child/learner is or will be included. Parents or applicants may submit their comments on the provided expert opinion. On the basis of the comments submitted, the commission may supplement the expert opinion, give additional explanation or repeat the assessment procedure of the SEN learner. Prior to issuing a decision, the National Education Institute ensures that the school/educational institution fulfils the admission conditions.

Children with SEN and children at risk (ISCED 0) can be identified within the family, health system via primary preventive health care, and other treatment in a kindergarten, educational institution, social care institution, or via services of social work centres. For an individual child, a multidisciplinary team of members who are important for helping the child and the family in the field of health care, education and social care is formed within the centre for early treatment. The tasks of the multidisciplinary team are: diagnosis of the child; assessment of the abilities and needs of the child and their parents, drafting and monitoring of an individual family assistance plan, assessment of the achievement of the objectives of the individual family assistance plan, informing on possible forms of assistance and social rights, drafting a plan for the transition to kindergarten or the educational institution for children with SEN or the social welfare institutions and basic school.

What legal documents (plans, programmes, etc.) that describe the support a child/learner is eligible to receive are linked to an official decision?

An expert opinion (strokovno mnenje) is drafted by the SEN guidance commission. It includes basic information about the child, synthesis of opinions of all members, definition of impairment, and placement into an appropriate programme and setting. If necessary, the commission specifies additional professional assistance, adjustment of room and equipment, a temporary or permanent attendant; a Slovenian sign language interpreter, a reduced class size, transfer between programmes, and other rights of the child according to the law.

An individualised programme (individualiziran program) is drafted by the expert group of the school/educational institution in co-operation with the parents and the child/learner. It determines the organisation and implementation of additional professional assistance; objectives and forms of work in individual fields of education; strategies for inclusion of a child/learner with SEN in the group; necessary adaptations in assessment of knowledge, attainment of standards and progression; the use of adapted and auxiliary educational technology; the provision of physical assistance and/or Slovenian sign language interpretation; the transition between programmes and the necessary organisational adaptations; time schedule of classes; skills for maximum autonomy in life (adaptive skills) and an inclusion plan for employment.

The multidisciplinary team within the early treatment centre prepares an individual family plan, in which it determines the appropriate medical, social and pedagogical assistance for each child and their family. If the medical doctor decides the individual family plan is not needed, the necessary treatment and assistance to the family is determined in agreement with the parents. A record of the agreement with the parents is drafted, which can be part of the report.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

If the time limit to test the appropriateness of the placement in the SEN guidance decision is set, the National Education Institute of Slovenia is obliged, on the basis of an opinion prepared by the school/educational institution in which the child/learner is enrolled and the opinion of the SEN guidance commission, to initiate the procedure for testing, and also to obtain a report on the implementation of the individualised programme and its evaluation. If it is established that the placement is appropriate, it is upheld. If it is established that the placement is not appropriate, it is amended in accordance with the established child placement procedure.

If the circumstances affecting the appropriateness of the placement of the child/learner change, a request for the amendment of the SEN guidance decision or the its early termination may be filed. The initiator shall clearly specify the facts and evidence on which the request is based and justify the benefits for the child/learner or the school/educational institution proceeding from a potentially amended SEN guidance decision. The previous decision shall be confirmed or amended.

The individualised programme has to be evaluated at least once in each educational period and amended if necessary.

According to the law the multidisciplinary team has to monitor the implementation of an individual family assistance plan and assess the achievement of the objectives of the individual family assistance plan.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?

Please describe which learners are considered ‘out-of-education’ in the country

All children and young people of certain ages who are not enrolled in officially-recognised programmes.

2021/2022 Data:

Slovenia - Country Background Information

What are the typical age ranges for the ISCED levels?

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