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# 1. Fundamental Questions of Special Education or: Which School is Right for Me? **"Is Mia now intellectually disabled if she attends this school?" (6-year-old about a friend)** The 6-year-old's statement describes Mia's current situation. The current school, where Mia attends, does not consider...

# 1. Fundamental Questions of Special Education or: Which School is Right for Me? **"Is Mia now intellectually disabled if she attends this school?" (6-year-old about a friend)** The 6-year-old's statement describes Mia's current situation. The current school, where Mia attends, does not consider itself the optimal support center and recommends an alternative school with a focus on intellectual development. For this, Mia would need to be assigned the special needs category of intellectual development. Special educational support needs (SPU) are therefore a systematic classification linked to special needs schools and their different forms. To attend a special needs school, a diagnosed special educational support need is required, which also determines placement. The 6-year-old's statement is considered valid because Mia was previously not perceived as having an intellectual disability by herself, her surroundings, and the school, but following attendance at the new school, a diagnosed special educational support need in the area of intellectual development is deemed necessary. Since there is no inclusive school offering the specialized support to meet Mia's needs, she must choose between different special schools. Instead of the learning category, Mia's special educational support needs are now categorized under intellectual development. Special educational support can be viewed here as a system that is primarily determined by the support categories or school types, rather than the specific problem. ## Case Example: Mia Mia, born prematurely, has difficulties with learning, particularly with inferential reasoning. Mia developed some linguistic and social skills later than other children but has friends and needs no extra support in everyday life. Problems only occur when there are too many demands. She attended regular kindergarten and enjoyed it, but struggles with large group sizes, theatrical productions as teaching tools, and limited care. The difficulties led to her transfer into an inclusive kindergarten, which she enjoyed. **Kindergarten** The transition to school proved more challenging for the parents because her school did not accept special needs students. Support staff informed the parents attending a regular school was too much for Mia. The specialized school and the inclusive classes, which also receive this support, were of high demand, and predominantly attended by students disadvantaged by their upbringing. This concerned Mia's family, who chose a small, protected school with fewer students for a smoother, more relaxed start. After several school visits and a year in integrative kindergarten, Mia attended a private special needs school, which proved receptive to her needs. This initial experience is positive. ## Difficulties in Mathematics Starting school has proven challenging in mathematics, as Mia's performance did not match teacher expectations. Following consultation with the teaching staff, it was decided that switching to a special school specializing in intellectual and creative development is the most suitable support method. Mia was assessed by the child development center (SPZ) several times. Evaluation has led to the conclusion that education supports focusing on intellectual learning are required. Measuring Mia's cognitive ability, though showing lower results, also showed a positive and independent attitude in interpersonal interactions.