VIDUSKURZEME PRIMARY SCHOOL – DEVELOPMENT CENTRE
Viduskurzeme primary school-development centre (former Pelci special boarding school – the development centre) is located in Pelci parish Kuldiga district. The school building was built in 1963 for the orphanage of Kurmale. The first headteacher was R.Zvirbule (1981-1982).
In 1992 a special school law was developed and approved, which provided more opportunities for children with mental disabilities for physical and mental development as well as adequate training for work and life.
In 1998 the Development centre status was awarded to the school providing assistance to pupils, teachers and parents.
Viduskurzeme primary school-development centre has a wealth of experience and expertise in teaching children aged 4-20 years who have profound and multiple learning difficulties, severe learning difficulties and complex autism.
The school is situated in the West of Latvia, 160 km from the capital Riga, 3 km from the district centre Kuldiga. The educational establishment provides 9 educational programs: two programs for kindergarten, 3 programs for primary school and 4 programs for vocational education ( catering service, woodworking, forestry and housekeeping). The number of teachers – 93, the number of students in school-year 2020/2021 is 183.
Viduskurzeme primary school development centre has developed the following strong points in its activity
therapy sessions
The school has practised in organizing individual and group therapy sessions (music therapy, sand therapy, work with Nature Environment aesthetics methodology, Canis therapy, ABA therapy, and speech therapy).
social help
Cooperation at school providing social help for pupils.
practice
Cooperation outside the school with the Community Entrepreneurs – students’ practice in enterprises.
cooperation
Cooperation with different institutions responsible for concerns and complaints of children from risk families.
Viduskurzeme primary school-development centre plays a leading role n the Western part of Latvia in the training and professional development of teachers, support staff and parents, as well as contributing to the raising of standards through school-to-school support and development.
We aim to deliver the highest possible service and firmly believe that partnership and collaboration between practicing teachers is the best and most effective way to continually develop and improve the educational experiences of young people, parents and the communities in which we work.