{"id":212,"date":"2023-11-30T18:23:14","date_gmt":"2023-11-30T18:23:14","guid":{"rendered":"https:\/\/alliasbl.lu\/?page_id=212"},"modified":"2024-08-11T07:58:53","modified_gmt":"2024-08-11T07:58:53","slug":"in-practice","status":"publish","type":"page","link":"https:\/\/alliasbl.lu\/en\/enseignement-a-domicile\/en-pratique\/","title":{"rendered":"In practice..."},"content":{"rendered":"
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Human rights were created to protect individuals from arbitrary government action. In this context, it is worth noting the following statement, which is all the more appropriate given that freedom of education must be exercised with respect for the values of a democratic society founded on fundamental rights and public freedoms under the Luxembourg Constitution.<\/h1>\n\n\n\n
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If the highest ideals of truth can only be sought in a free society, it is extremely important that education, the official cradle of truth-seekers, reflects an awareness of the factors in our society that can impede the free flow of individual thought and action. Democracy implies the freedom to think, to disagree and to make lawful changes in the interests of all. It is a flexible and responsive form of government, difficult to describe in fixed terms. Democracy is not the result of imposed or structured political practices, but a dynamic and liberating force, fuelled by the people themselves. It can only thrive and flourish if its citizens are free to constantly seek out new ideas, new models and new theories to replace outdated knowledge, in an effort to serve an ever-growing population in the future.<\/em>.

A true democracy is a free and responsible society, and one aspect cannot exist or make sense without the other.<\/strong><\/em>

This statement comes from the committee set up in 1965 by the Ontario government to study the aims and objectives of education in the province. The authors begin a chapter entitled \"The search for truth in a democratic society\"<\/strong>.

In its opinion of 18 March 20081<\/a><\/sup> the Conseil d'\u00c9tat noted the need to develop alternative methods and deplored fifteen years later \"that attractive alternative teaching methods are still not being introduced for all young people subject to compulsory schooling and, in particular, for those at risk of dropping out\".2<\/a><\/sup><\/p>\n\n\n\n

While all education should encourage self-fulfilment<\/strong> and autonomy<\/strong> of the individual, his creativity, confidence in his abilities, the development of his gifts and his mental and physical aptitudes, what we observe in practice is that teachers, whether in institutions or \"at home\", are all too often reduced to sacrificing teaching freedom on the altar of a diktat of bureaucratic and dogmatic standards. 

How can we teach autonomy without allowing autonomy?<\/strong> 3<\/a><\/sup><\/p>\n\n\n\n

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Contents<\/p>\n\n\n\n

A. The most frequent cases of disagreement<\/a><\/strong>

a) Students with special needs<\/a>
b) Assessment practices<\/a>
c) Mastering the skills in the study plan<\/a>
d) The issue of multilingualism<\/a>

B. The issue of justiciability<\/a><\/strong><\/p>\n\n\n\n

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In Luxembourg, generally speaking, to our knowledge, there are very few refusals of authorisation and school enrolment orders are also rare.
Families often said they were very satisfied with their dealings with the people responsible for monitoring home schooling at primary level, but less so with certain head teachers. Opinions are more mixed regarding monitoring at secondary level.

In the event of disagreement, the family's stance and commitment will be decisive. Dialogue based on mutual respect and a spirit of cooperation is essential. Backed by their experience, families are generally able to defend their educational choices and values. Most of them will therefore be able to avoid having an educational approach imposed on them that they do not agree with and that they feel is harmful, while at the same time being able to listen to what might be relevant and beneficial to promote learning in each situation, in the best interests of the child.<\/p>\n\n\n\n

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A. The most frequent cases of disagreement :<\/strong><\/h2>\n\n\n\n
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a) Students with special needs<\/h3>\n\n\n\n
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The directorate sometimes feels it has to impose schooling for young people with special needs because, in its view, its teams of experts are more competent than parents to deal with certain categories of special needs, particularly in the case of learning disabilities.

It is then up to parents to show that remedial action, if necessary, can also be taken outside school, or that a specific need can be better catered for thanks to their involvement, supplemented by external private help, or even managed in a very different and effective way, thanks to the particularities of the learning environment outside school.

To mark Dyslexia Day, our association interviewed a number of unusual educational players who shared their experience of supporting dyslexia and learning to read.<\/p>\n\n\n\n

These interviews can be viewed in French and English4<\/a><\/sup> and Youtube's automatic translations are available in many languages.
We haven't had the opportunity to do this work for other specific needs, in non-standard contexts, but it would undoubtedly be enriching and any testimonies are welcome.

In a society that claims to be democratic, it is important to defend the right to be different and to allow families to explore other avenues, so as to inspire change in the interests of all.<\/p>\n\n\n\n

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b) Assessment practices<\/h3>\n\n\n\n
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Many families who do not attend school are highly critical of the way in which some headteachers carry out assessments and control tests.

It has been reported that:
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