Customized education

De Berkenschutse offers special education and learning pathways at all levels, including ambulatory support at regular schools. In addition to the standard education program, we place great emphasis on preparing students for life after De Berkenschutse. We focus on personal circumstances, skills, talents, and interests, ranging from living in a group home to transitioning into work or further education.

The special education department (SO) focuses on students aged four to twelve who are chronically ill, have severe learning disabilities, or are multiply disabled. For students aged four to seven, there are kindergarten classes, after which we choose an appropriate learning path. The subsequent classes are composed based on learning routes (3, 4, 5, 6, and sometimes 7) considering age, graduation perspective, skills, socio-emotional development, developmental level/didactic level, and the need for support. The graduation perspective is aimed at plans and possibilities for further education.

The primary responsible person for the child remains the teacher, who is supported by an assistant in the classroom. Surrounding this, a network is formed by orthopedagogues, remedial teachers, subject teachers, therapists, nurses, and school social workers.

At De Berkenschutse, there is a strong focus on the social-emotional development of the students. By working in a goal-oriented way, students can perform at their best. Using the graduation perspective as a guideline, we review the set goals annually. We also look at possible interim transitions to regular education.

Learning routes 1, 2, and 3 are intended for students with mild, moderate, or severe intellectual disabilities (very difficult learners), often in combination with a medical condition (e.g., epilepsy, metabolic disease, diabetes, and/or other chronic illnesses) and/or behavioral issues. The education is primarily focused on applying knowledge and skills in practice, using ZML (Zeer Moeilijk Lerenden) learning lines and Plancius domains. A learning line/domain carefully outlines, step-by-step, the development that students go through to achieve a clearly defined end goal. These learning lines serve as a practical tool for determining educational offerings that perfectly match the level of each child.

Learning Routes 1 and 2 
Children with a cognitive developmental level between 1½ and 5 years and an age of 5 years are placed in learning routes 1 and 2. The central focus is learning through imitation, experiencing things concretely, and focusing on themselves and their immediate environment. Total Communication is an important tool to help achieve small developmental steps. These students will later live in 24-hour care with intensive guidance and work in a day program focused on experience and activation.

Learning Route 3 
Learning route 3 is for children with a cognitive developmental level between 5 and 8-9 years and a chronological age of 12 years. The focus is on becoming as independent as possible after instructions, being able to cooperate and interact with others, and functioning with supervision in society. Self-sufficiency and independence become increasingly important. These students will live under supervision and engage in task-oriented and possibly employment-related day programs.

Learning routes 4 and 5 are designed for students (from age 12) with epilepsy and/or neurological disorders, long-term ill students, and difficult learners who are preparing for integration and active participation in society. Students in learning route 4 follow material from the learning lines for VSO ZML. The material provided is focused on the future within a work setting: wage or sheltered employment. For learning route 5, the learning lines focus on wage-forming employment.

The overarching core objectives are: learning to learn and social behavior. The students focus on task approaches, asking for help, working independently, presenting themselves, making choices, dealing with conflict, and standing up for themselves. They also orient themselves toward practical subjects such as cooking/facility management, technology, and agriculture. We guide students to live as independently as possible in terms of work, living, and leisure activities.

In preparing for work, the Labor-Research-Training Center (AOT) plays a key role. The AOT provides services not only for students with an employment graduation profile but also for students in all other graduation profiles (daycare and further education). This is done by using tools and support tailored to the graduation perspective of the individual student. These tools include occupational diagnostics and observation, career guidance, job training within the internal internship carousel, and both internal and external internships.

The material provided in learning route 6 corresponds to the regular VMBO diploma for students aged 12-20 years. The graduation perspective is aimed at further education. We offer the curriculum at three levels: VMBO-BB (basic vocational education), VMBO-KB (higher vocational education), and VMBO-TL (theoretical education).

The VMBO education at De Berkenschutse is divided into four school years. In addition to the mandatory subjects, there is extra attention for social skills training, organizing the agenda/homework, and personal development. The curriculum at VMBO includes social behavior, learning to learn, LOB (career orientation and guidance), and the regular curriculum for VMBO. Subject-specific methods are used to support students.

During the basic training, LOB is an important component, allowing students to choose a profile through trial lessons and visits to companies. Students of VMBO-BB and VMBO-KB can choose from the profiles: economics & entrepreneurship, green, and care & welfare. Students of VMBO-TL can choose from the profiles: economics, agriculture, technology, and care & welfare. For VMBO-BB and VMBO-KB, we collaborate with regular secondary schools, allowing students to take exams at those schools and ultimately graduate with a diploma from that school. For VMBO-TL, state exams are administered. We support all students in their choice of further education and provide advice on programs that best match their interests and skills.

The curriculum in learning route 7 is tailored to the experiences, affinities, and developmental levels of HAVO/VWO students. Education is provided for students with (diagnosed) Autism Spectrum Disorder (ASD). Under specific conditions, students with ADHD, Tourette Syndrome, anxiety disorders, etc., may also be placed. In this learning route, we use methods common in regular education. We offer the following profiles in the upper years for students from 12 years of age: Nature & Technology (NT), Nature & Health (NG), and Economics & Society (EM).

Within our HAVO/VWO education, context-rich learning paths are central, aiming to inspire and activate students. For example, we offer innovative technological learning environments, such as a digitally controlled robot arm, engraving machines, PLC workstations, film editing equipment, and a digital traffic square. Students can participate in (national) school competitions and cross-curricular projects, such as Kangoeroewiskunde and the Beaver Competition (IC), along with exciting math weeks. The setup of mini-businesses in upper-level HAVO/VWO. Practical lessons in new BINAS rooms and events with guest speakers from various universities and companies. Excursions to museums, further education institutions, and companies, as well as job shadowing days within companies and career-oriented internships. Cultural manifestations (CKV days), a school band, etc.

In addition to this challenging educational offer, we provide students with an environment and climate where they can perform optimally. This begins with the formation of well-balanced classes and the organization of classrooms. There is also support from a network of behavioral scientists, remedial teachers, teachers, and teaching assistants. We regularly assess the development of the students. In preparation for further study, students are intensively supported and guided. They can participate in trial lectures and job-shadowing days at universities and colleges, and there are meetings with career counselors. Under certain conditions, students can "pre-study" at universities and colleges or participate in internships. Ultimately, this comprehensive package contributes to the personal development and social formation of students. The HAVO and VWO students take a state exam, leading to a diploma (possibly by accumulating certificates) with the same value as the exam in regular secondary education.