Support for learning framework
Pupils are supported in their learning and schoolwork primarily in their own teaching group with various flexible arrangements, unless the pupil's interests necessarily require a transfer to another group or school.
Teaching will be arranged in a manner that takes the learners’ different needs and capabilities into consideration. Learning support will be primarily provided group-specifically. All pupils will be entitled to it. In addition to support provided in the group, the pupil can be provided with pupil-specific support measures.
Teaching arrangements that support learning
Teaching arrangements that support learning provide the basis for high-quality teaching and support.
Teaching will be arranged in a manner that takes the learners’ different needs and capabilities into consideration. Study groups will be formed in a manner that facilitates achieving the educational objectives. The group can also feature a teaching assistant to support the learners.
Pupils making slower and faster progress will be supported with pedagogical solutions, such as:
- differentiating the teaching
- explaining the language and concepts of the subject being learned
- modifying the learning environment to make it accessible.
Group-specific support
Support will be primarily provided group-specifically. All pupils will be entitled to it.
The forms of support provided in the group are:
- general remedial teaching provided by the teacher
- remedial teaching in the teaching language provided by the teacher
- teaching provided by a special needs teacher alongside other teaching.
The group-specific support will be provided in a flexible and systematic manner throughout the school year.
Pupil-specific support measures
If the support provided in the group is not enough, it will be supplemented with pupil-specific support measures.
The pupil-specific support measures will be based on the pupil’s individual needs. The support will be provided on a regular and long-term basis.
The pupil-specific support measures will be arranged with the pupil’s best interests in mind, primarily at the pupil’s own school.
Pupil-specific support measures:
- teaching provided by a special educational needs teacher partially in a small group and alongside other teaching
- teaching provided by a special educational needs teacher or a special educational needs class teacher in a small group
- teaching provided by a special educational needs class teacher in a special educational needs class
interpretation services - assistant services
- assistive devices.
The difference between teaching provided by a special educational needs teacher or a special educational needs class teacher in a small group and teaching provided by a special educational needs class teacher in a special educational needs class is that the former concerns one or more subjects, with the special educational needs teacher or special educational needs class teacher providing more than half of the teaching in the subject(s) in question, whereas in a special educational needs class, the pupil is taught full-time by a special educational needs class teacher in all subjects either in the local school’s special educational needs class or in a special class for intensive support. Intensive support special classes are citywide. The aim is to place the pupil in the nearest appropriate class.
A pupil has the right to receive the assistive devices, interpretation services and assistance services that they need to attend school free of charge.
A pupil with a hearing, visual or speech impairment who needs an interpretation service to participate in teaching has the right to said interpretation service.
Forms of support may also include
- deviating from the basic education syllabus or the objectives of the local curriculum and
- arranging basic education teaching for the pupil in accordance with their disability, illness or limitation in physical functioning.
The basic education syllabus or the objectives of the local curriculum can be deviated from in three ways:
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Objective-based studies are planned for the pupil personally and it allows the pupil to study faster or slower than their grade.
Objective-based studies will replace grade-independent studies. The situation of pupils who are currently pursuing grade-independent studies will be assessed during the 2025‒2026 school year. Following the assessment, these pupils will either transfer to studying by grade or be issued an administrative decision on objective-based studies.
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Limited syllabus means the same thing as the current personalisation of a subject syllabus. Having a limited syllabus in a given subject means that the pupil only studies some of the content of the syllabus or content from a lower grade.
The content of studies and the learning objectives are described in the pupil's support plan. Assessment is carried out as verbal assessment. In the final assessment, the limited syllabus is indicated on the basic education certificate with a technical *5 marking.
- A pupil can be temporarily exempted from having to study a subject based on their health. This exemption can last for no longer than four months. The pupil's health is verified by a healthcare professional. The subject(s) that the exemption applies to is defined in the administrative decision.
Deviating from the content or objectives of the local curriculum syllabus is a measure that interferes with the pupil's basic rights, which is why it is the last possible form of support.
The changes to the new law on compulsory education will enter into force on 1 August 2026. In future, children between the ages of 5 and 6 will be issued a decision on early compulsory education. In basic education, pupils who have a disability, illness or limitation in physical functioning will be issued a decision on teaching.
In this context, a disability means visual or hearing impairments, intellectual disabilities, severe developmental disorders or extensive learning difficulties, for example.
An illness means a severe illness that also affects the pupil's cognitive skills or functioning and thus also their learning and school attendance, often in a comprehensive manner.
A long-term illness that does not affect the child's learning ability (such as diabetes) can be taken into account through other teaching arrangements, such as support provided by a teaching assistant.
A limitation in physical functioning means factors that extensively affect daily coping, participation and well-being and result in participation obstacles or extensive help and support needs.
Where can I receive more information about the support for learning?
If you have questions about your child’s support for learning, please contact your child’s teacher or school principal first.