In BPS, a professional special education team supports

both children and teachers

"We don't consider it taboo to go to a psychologist or developer, to participate in some form of individual development session. I think there's about a 60 percent chance for parents that it would also benefit their child" - we said in an interview with Forbes.

In BPS, we assess most children from many perspectives because we believe that in order for them to be able to write, read, count, think logically, and learn independently, many initially unrelated cognitive abilities must cooperate well. This is called cognitive assessment. Thus, deficiencies can be identified in time, which can still be remedied so that they don't have to be dealt with later when they may hinder the child's progress. This type of prevention contributes to the development of every child; special education, developmental pedagogy, child psychology can help everyone. Such assessments are conducted in mainstream schools and institutions as well, but they are usually only done in contentious cases, for example, in cases of conflicts arising from school readiness or to obtain official documentation confirming other difficulties.

In BPS, development can be tailored to every child; it's not a separate area to be dealt with independently of learning. We believe in complexity, that it's worth doing this together.

It also required a secure system that, instead of leaving things to chance, could provide children with opportunities for development and growth. It needed to be accessible to parents, stable, and predictable. This work began in the summer of 2023 and has now come to fruition. The challenge was how to provide enough special education knowledge to teachers, how to assist parents when certain individualized development could only be obtained outside of BPS. Our response was to establish a comprehensive special education system, with a central special education coordinator and special education liaisons working in schools.

Today, a strong team has emerged from the special education coordinators of micro-schools, who work together, support each other in professional matters, and overcome obstacles. Thus, even if there is less knowledge, answers, or support available in a particular area within a school, it can still be found within the organization. Children can receive the necessary support from elsewhere. This group has fostered significant professional knowledge and relational capital, which is both alive and usable.

In addition to supporting the children, the special education liaisons also assist teacher teams with knowledge, experience, and perspectives. These help their colleagues incorporate special education considerations into their teaching practices, making it easier to integrate children with special needs. Special education liaisons are masters of differentiation; every teacher can learn a lot directly from them in this area.

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