TALLINN, 7 July 2004 - Special schools don’t help the children with behavioural problems to cope with their lives, states the State Audit Office. Approximately two thirds of children, having attended special school, have committed some misdemeanour later in their life. Less than one half of the children having attended special school have obtained basic education while only a limited number of children having experienced such schools can count on finding a well-paid job.
The State Audit Office audited the performance of three special schools, intended for children with behavioural problems, observing whether the special schools are discharging their functions successfully. Pre-requisites for successful work with children are almost non-existent as juvenile committees passing decision concerning the referral to a special school are not interested in the progress of a minor in the special school and are not assessing the efficiency of a special school as an educational measure. The minor is referred to a special school for a specific period which is not related to his/her real behaviour and development in the given institution. Also, the referral takes quite a long time in the bureaucracy and therefore, a minor can commit several other delinquencies on the way.
As there are only three special schools for students with behavioural problems – Kaagvere for girls, Tapa for Russian-speaking boys and Puiatu for Estonian-speaking boys – the number of students is rather large while the individual work remains rather insufficient. Due to the lack of alternatives, minors of very different age and background are sent to a special school, therefore, harassment of younger students is quite common in such schools.
There is lot of space for development in the organisation of work of special schools. From one hand, the material situation of special schools is rather poor. As for Kaagvere and Puiatu special schools, children must live in out-dated dormitories of barrack type and the opportunities for spending one’s free time are limited. From the other hand, educational work also needs to be updated. At the moment, special schools apply overwhelming control, being similar to prisons, lacking the supporting environment for reforming a child and giving only a short-time effect, if we are lucky. Special schools do nothing to support children’s initiative and encourage them to think independently.
One of the main deficiencies of the special schools system are the gaps in re-socialisation of a student. In the schools, there are no social workers maintaining the child’s connection with home and school and preparing him/her for leaving the school. Social workers of local authorities do handle the children having returned from special schools, but the lack of explicit instructions makes the level of such caretaking rather insufficient. In many cases the young human being is deprived of the society’s support when leaving a special school.
For improving the performance of special schools the State Audit Office proposed the establishment of special schools with different orientation, having set clear objectives for their teaching and educational work. The prerequisite for that is linking the child’s presence in a special schools with his or her real development, but also the elimination of delinquent behaviour, having brought the child to a special school.
Helerin Kivilo
Consultant
Public Relations Service
Telephone: 6400 704
E-mail: [email protected]
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Posted:
7/7/2004 12:00 AM
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Last Update:
10/1/2015 10:50 AM
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Last Review:
10/1/2015 10:50 AM