Definition of the Target Group(s)
Enrolment of prospective students to early childhood education and primary education is made on the first working day of July. Application process is carried out through e-school online platform, based on the Law of Inhabitants Services numbered 5490 dated on 25/04/2006. This law states that the residence information of the children is taken from the national data base of address details. No further documents are required in the application process (Regulation of Early Childhood Education and Primary Institutions).
However, with a documented proof, families can have their children get enrolled to early childhood education institutions which is close to their work places in case Child Placement Commission approves so and there is place in the school for the students. Age limits are applied in those schools: Children aged between 36-726 months were decided to be educated in kindergartens and application classrooms, and children aged 36 months were in early childhood education schools. Nonetheless, since the starting age of basic education changed, a change in the upper limit was made accordingly.
Accordingly, as of September 30, 2012 36 - the kindergarten class for children between 69 months or applications, 48 - the children between 66 months of pre-school education will be provided in kindergarten. Following this drastic change, the Ministry has extended the beginning age to primary education from 66 to 69 months and offered the families the right to have their children start primary education with a report acquired from a medical doctor. School administrations may offer early childhood education institutions to the children aged 66, 67, 68 months with their family’s approval, and to the children 69, 70, 71 months with a medical doctor report stating that the child concerned is not ready for the primary education. This group of students may also postpone their primary education for one year.
Based on the reforms defined above, children between 37-69 months compose the cycle of early childhood education. Previously, the target for schooling was 100% for the children aged 60-72 months, now with the new organization, a 100% schooling target has been set for the children aged between 48-66 months. The goal of the Ministry of National Education is to start primary school for all children taking at least one year of pre-school education. Studies are ongoing to achieve these objectives.
According to the Ministry of National Education Strategic Plan (2015-2019), a net 70% schooling rate for 4-5 year olds is aimed at 92% of those who have at least one year of primary school education.
According to the 10th Article of the Regulation of Early Childhood Education Institutions, based on the report prepared by the Board of Evaluation of Special Education established in Guidance Research Centers, children aged between 37-66 months with slight cognitive and multiple disabilities may be placed to early childhood education institutions; 1 child to a classroom of 10 students, and 2 to a classroom populated 20 children.
According to the Regulation of MONE Pre-school and Primary Education Institutions, children's registration is made according to the first class of primary school in the year of completing 66 months by the end of September. School children between 60-66 months who appear to be developmentally ready for schools will be enrolled in the first class at the written request of parents. School administrations may offer early childhood education institutions to the children aged 66, 67, 68 months with their family’s approval, and to the children 69, 70, 71 months with a medical doctor report stating that the child concerned is not ready for the primary education. This group of students may also postpone their primary education for one year.
Based on the report prepared by the Board of Evaluation of Special Education established in Guidance Research Centers, children aged between 37-66 months with slight cognitive and multiple disabilities may be placed to early childhood education institutions; 1 child to a classroom of 10 students, and 2 to a classroom populated 20 children.
Specific Support Measures
That school-family collaboration is ensured in pre-primary education so that the desired behaviours can be developed in the child. For this reason, directors and teachers gather at the beginning of the educational year and resolve how they can involve families in the program. The teacher takes pains to pay at least one home visit to each child's house every term. During home visits, families can be shown how routine works can be used as learning experiences. Plays the child can play with the family or some activities can be planned. The child and his/her family can be observed in home environment. The families are talked to about what can be done at school and at home, the active participating of the families in planning and practice is ensured.
That a psychologist is available in pre-primary education institutions is essential for the purpose of resolving problems that might occur. In the event that there is not a school psychologist, provincial/sub-provincial facilities are employed for psychological health services.
Children benefiting from the mainstream education in their early childhood education institution follow the regular program. However, in some cases individualized educational programs may be offered to specific students with regards to their level and type of limitation/handicap. This case is also similar to private early childhood education schools in which different programs are available for 0-36 month-old and 37.78 month-old students. In addition, autonomous movement, autonomous life skills, self-care skills and alike are taught by the special education teachers depending on the impairments or disabilities of the students in line with the Individualized Education Program.
Disabled groups in the special education and rehabilitation centres are given supportive education services in line with the education programs prepared by the Ministry with a focus on the levels and type of disability and individual development competencies. A certain amount of the supportive special education services are paid from the allowance allocated in the budget of the Ministry for the individuals concerned to have a supportive education by the evaluation board of special education based on Disability Law no 5378.
Necessary precautions are taken by the Ministry with regard to free books for the students having an education in the special education schools and institutions, free transportation and free lunch for the students having a day education in special education classes.