Extra support at school.

If the school cannot manage it itself

The school always first looks itself at what it can do to help your child and makes agreements with parents about this. If it does not succeed within the basic support or the extra support that the school itself can offer? The school then asks the partnership tailored education for help. Someone from the partnership tailored education can join in and think along about the deployment of extra help at school.

School support profile

The school support profile states which possibilities there are for extra support at school. The offer can differ per school. For example, one school has a special class for students with autism. And another school might pay more attention to gifted students.

Arrangements of the partnership tailored education

Most partnership tailored education organizations offer help in different arrangements. That means your child gets a certain offer that matches the need or help request. That could be, for example, tutoring, or a pedagogical psychologist who structurally guides a group of children at school. Each partnership tailored education organization sets its own agreements about their offer in a support plan. You can inquire about the agreements made in your region at the relevant partnership tailored education organization.

It does not work at a regular school

Sometimes the help from the partnership tailored education is not sufficient to guide a child at the regular school. Or school, parents, and partnership tailored education come to the conclusion in advance that the offered arrangements will be insufficient for the child. In that case, the school is ‘reluctant to act’. Then a place at another school will be considered. In most cases, a child then transfers to special education. Agreement from the partnership tailored education is required for this.

Cluster 1 and 2 schools

Cluster 1 and 2 schools are not affiliated with the partnership tailored education. Help for students who are deaf, hard of hearing, blind, or visually impaired, and students who have a communication or language development disorder can be requested through the research committee of cluster 1 and 2 schools.