Children with Special Education in Czechia

Don’t Ignore Me!

2021-2-CZ01-KA210-SCH-000049647

Before 1989

Children with special educational needs (SEN), had limited or even restrictive access to education before 1989. They could attend Schools for SEN children, which were segregated from the mainstream education.

2001 - the National Programme of Education Development in the Czech Republic (White Book) by the Ministry of Education

Mainstream schools were opened up to pupils with SEN.

Education was made available for pupils with even the most serious complex needs.

Diverse forms of individualisation of education were established to meet the needs of pupils with SEN.

2001 - White Book

A counselling system was developed for pupils with SEN to support their integration and inclusion in mainstream schools and for pupils who are educated at home for specific health reasons.

A counselling system for pupils with behavioural difficulties (disorders) has been set up.

2001 - White Book

A broad range of support provisions has been implemented to increase the participation of pupils with special needs in mainstream education.

The role of parents has been emphasised.

Special schools have been developed into resource centres.

European Agency for Special Needs and Inclusive Education Systems of support and specialist provision | European Agency for Special Needs and Inclusive Education

The Principles and Objectives of Education

Equal access to education without any discrimination

Consideration of the educational needs of the individual

Mutual regard, respect, solidarity and dignity

General development of the personality with an emphasis on cognitive, social, ethical, moral and spiritual values

The Rights of Children, Pupils and Students with Special Educational Needs

education with the content, forms and methods corresponding to the needs and potential of these persons, including evaluation, admission and completion of education

have the conditions created for education

counselling assistance of the school

assistance of an educational counselling facility

free use of special textbooks, special didactic and compensation aids provided by the school

education through alternative forms of communication (sign language, writing in Braille etc.)

The possibility of the extension of secondary or higher education by the school’s principal

Placement in Special Education

Special Education is provided for pupils who have been determined to have special educational needs on the basis of special pedagogical, or psychological, examination by an educational counselling facility or a specialised health-care workplace with the resultant recommendation being issued by an educational counselling facility

Special Education is also provided to students placed at schools established as a part of educational institutions providing institutional care or care in juvenile correction institutions

Individual Integration

in a normal school (preferably, if the school has the prerequisites)

in a special school for another handicap

Group Integration

in a class or section of a normal school

in a class or section of a special school

Alternatives

Education in a separate school for pupils with a chronic health condition (a special school)

A combination of all three above-described formsALL OF THIS IS CONDITIONED BY THE AGREEMENT OF THE PARENTS OR LEGAL GUARDIANS

Framework Education Programmes (FEPs) and School Education Programmes (SEPs)

set specific objectives, forms, the length and the compulsory educational content

must correspond to the latest knowledge on effective methods and organisation of education appropriate to the age and development of the child

set the descriptions of material, personal, economic and safety conditions under which instruction is implemente

Individual Education Plan (IEP)

The IEP is prepared in cooperation with an educational counselling facility and the pupil’s parents or legal guardians

The IEP can be complemented and revised throughout the academic year as needed

The IEP is to be prepared under the guidance of the school’s principal,

the measures set in the IEP are evaluated by an educational counselling facility, which provides counselling support to the pupil, school as well as the pupil’s parents or legal guardians

The IEP is prepared primarily for

the individually integrated pupil

the pupil with profound mental retardation

or for a pupil who is integrated in a group or for the pupil of a special schoo

Supportive Measures in SE

special methods, forms and approaches

special textbooks

didactic materials

compensation aids

rehabilitation aids

the inclusion of subjects of special educational care

reduced number of pupils in the class, section, study group

the services of a teacher assistant

other possible adjustments according to the IEP

the provision of pedagogical-psychological services

Teacher Assistant

help pupils in adapting to the school environment

help the pedagogical staff of the school in enlightenment and educational activitie

help in communication with the pupils, in cooperation with parents or legal guardians and the community from which the pupil comes

The teacher assistant is an employee of the school, and the school’s principal requests the establishment of this job post from the school’s founding entity

Schools for Children, Pupils and Students with Special Educational Needs

The following are founded with the agreement of the region (excluding schools established by the ministry) for persons with a chronic health condition:

independent schools with revised SEPs

within normal schools (including preschools)

individual (special) classes

individual (special) sections

individual (special) study groups

special elementary schools (with the SEP revised for pupils with mental retardation, autistic children and pupils with multiple disabilities)

The principal can establish the post of teacher assistant with the agreement of the founding entity

Educational Counselling Facilities

ensure activities and services for children, pupils, students and their parents or legal guardians, schools, educational institutions.

Include: special pedagogical, pedagogical-psychological, preventive-educational, information, diagnostic, counselling, methodological

aid in the selection of suitable educational approaches

cooperate with the organs of social-legal protection, health-care facilities, courts, etc.

Ministry of Education, Youth and Sports: Prevention, Special Education and Institutional Education, MŠMT ČR