EDUCATION AND SUPPORT OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN THE EDUCATIONAL SYSTEM OF FLANDERS (BELGIUM)

Abstract

The focus of this article is on the education of children with severe and profound multiple disabilities and an overview of the regulations, organisation and practices for the support and education of this group of students in the education system of Flanders. The historical development and current models for the education of children and students with severe and profound multiple disabilities, the normative framework, the vision and the characteristics of the different aspects of the education of children and students with severe and profound multiple disabilities in Belgium are discussed. The practices of assessing the individual needs of this group of children and students, the educational planning process, the organisation of their education in the system of educational institutions in Belgium, the mechanisms for drawing up individual learning plans and individual learning programmes and for assessing the learning outcomes of students with severe and profound multiple disabilities in the educational system of Flanders are described.