Study Inclusive and Special Education in Europe

This bachelor's program provides advanced theoretical and methodological training in special needs education, preparing future special needs teachers to help children, young people, and adults with disabilities and impairments improve their cognitive, social, physical, sensory, and perceptual skills, and to support them with life management, rehabilitation, environmental adjustment, and social integration. It is well suited to students with strong empathy, communication and interpersonal skills, and a genuine interest in supporting people with disabilities.

Graduates learn to interpret medical and psychological diagnoses and apply psychological knowledge appropriate to specific disabilities, using modern diagnostic tools to design goal-oriented special needs interventions. These interventions combine general teaching principles with content suited to a particular disability, adapted to a client's age, ability, and socio-cultural background, and can include educational, developmental, therapeutic, preventive, and rehabilitation services delivered within institutional care systems. The program spans four years, entirely in English.

The first stage of the program builds a shared foundation, beginning with a choice of social science coursework, such as the sociology of special needs, disability studies, or social policy, alongside general anatomy and neuroanatomy, developmental biology, the psychology of development and education, and an introduction to pedagogy and arts-based methods.

Students then continue with a shared core in special needs education, covering its historical development, values, and institutional and legal context, along with a choice of arts-based methodology coursework, such as drama, movement-based methods, or musical or visual expression. This continues into school hygiene and first aid, the psychology and assessment of special needs alongside an introduction to psychiatry, early childhood intervention and learning disabilities, teaching methodology, and the use of digital technology in special needs education.

From the third semester, students choose one or two specializations, in any combination, from four available tracks.

Students specializing in intellectual disabilities study the pathology of intellectual disability, the psychology and pedagogy of moderate to profound intellectual disability, and methods for adapting teaching to individual needs, before moving into age-specific coursework spanning early skills development, public schooling from kindergarten through vocational training, and lifelong guidance for adults. Further coursework covers basic skill development, cultural techniques, augmentative and alternative communication, and practical life-management knowledge, supported by three periods of supervised pedagogical practice.

Students specializing in hearing impairment study the anatomy, pathology, and diagnostics of the auditory system, pediatric audiology, and the theory and practice of sign language, before progressing through a three-part sequence on the language development of children with hearing impairment, early intervention, and inclusive education. Further coursework covers support for adults with hearing impairment and complex associated needs, again supported by three periods of supervised pedagogical practice.

Students specializing in visual impairment study the anatomy and pathology of the visual system and the fundamentals of educating people with vision impairment, including functional vision assessment and environmental adaptation, before progressing into rehabilitation coursework covering vision training, orientation and mobility, and daily living skills. Further coursework addresses the early intervention, inclusive education, and teaching methodology appropriate for children and adolescents with visual impairment, including those with multiple disabilities, again supported by three periods of supervised pedagogical practice.

Students specializing in physical and multiple disabilities study the functional anatomy, physiology, and pathology of the motor system and the fundamentals of somatopedagogy and human movement science, before progressing through coursework on movement education, assistive communication technologies, and support for adults with physical disabilities. Further coursework covers early intervention and the education of children with physical disabilities in nurseries and schools, again supported by three periods of supervised pedagogical practice. Students combining two specializations also complete additional cross-disciplinary coursework relevant to both areas, such as counselling, conflict management, or creative and therapeutic methods, along with shared coursework relevant to students working with people with profound or multiple support needs.

Across all specializations, students complete a four-part sequence building toward their thesis, covering research methodology, the research plan, thesis writing, and thesis preparation, alongside a substantial free-choice elective allowance drawn from topics such as inclusive education, disability studies, rehabilitation medicine, or cognitive development. The program concludes with an extensive supervised internship and a closing seminar in the student's chosen specialization or specializations.

Graduates work across public education institutions, healthcare services, the child protection system, social care services, non-governmental organizations, and the judicial system, independently delivering nursery, kindergarten, and primary education matched to their specialization, as well as skill development in vocational and general education settings, student residences, and children's homes. Further opportunities include intervention, habilitation, and rehabilitation work in ambulatory care and specialized methodological institutions, with typical roles including early intervention teacher or therapist, class teacher at a specialized school, consulting or supporting teacher in inclusive settings, and rehabilitation instructor for adults with disabilities.

Applicants must hold a secondary school certificate; those still completing secondary education may submit proof of enrollment or expected matriculation instead, provided they present their final certificate by the time of enrollment. Higher education degrees are also accepted in place of a secondary certificate. Required documents include an application form, records from the final two years of secondary school, a CV, a motivation letter, and a valid passport or national ID with photo.

Since the entire program, including exams and practical training, is taught in English, applicants must demonstrate at least B2-level (advanced) English proficiency. This is assessed through the applicant's motivation letter and an online oral interview rather than a mandatory external certificate, though submitting one is recommended.

The entrance process includes both written and oral components: an aptitude assessment, a written and oral English language test, and an approximately 20-minute interview exploring the applicant's motivation and their experiences with and attitudes toward people with disabilities. Final admission is based on a combined evaluation of academic performance from the submitted documents and the results of this entrance assessment.