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Czech-Republic:Separate Special Education Needs Provision in Early Childhood and School Education

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Czech-Republic:Political, Social and Economic Background and Trends

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Czech-Republic:Population: Demographic Situation, Languages and Religions

Czech-Republic:Political and Economic Situation

Czech-Republic:Organisation and Governance

Czech-Republic:Fundamental Principles and National Policies

Czech-Republic:Lifelong Learning Strategy

Czech-Republic:Organisation of the Education System and of its Structure

Czech-Republic:Organisation of Private Education

Czech-Republic:National Qualifications Framework

Czech-Republic:Administration and Governance at Central and/or Regional Level

Czech-Republic:Administration and Governance at Local and/or Institutional Level

Czech-Republic:Statistics on Organisation and Governance

Czech-Republic:Funding in Education

Czech-Republic:Early Childhood and School Education Funding

Czech-Republic:Higher Education Funding

Czech-Republic:Adult Education and Training Funding

Czech-Republic:Early Childhood Education and Care

Czech-Republic:Organisation of Programmes for Children under 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children under 2-3 years

Czech-Republic:Assessment in Programmes for Children under 2-3 years

Czech-Republic:Organisation of Programmes for Children over 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children over 2-3 years

Czech-Republic:Assessment in Programmes for Children over 2-3 years

Czech-Republic:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Czech-Republic:Single Structure Education (Integrated Primary and Lower Secondary Education)

Czech-Republic:Organisation of Single Structure Education

Czech-Republic:Teaching and Learning in Single Structure Education

Czech-Republic:Assessment in Single Structure Education

Czech-Republic:Organisational Variations and Alternative Structures in Single Structure Education

Czech-Republic:Upper Secondary and Post-Secondary Non-Tertiary Education

Czech-Republic:Organisation of Upper Secondary Education

Czech-Republic:Teaching and Learning in Upper Secondary Education

Czech-Republic:Assessment in Upper Secondary Education

Czech-Republic:Organisation of Conservatoires (Arts Education)

Czech-Republic:Teaching and Learning in Conservatoires (Arts Education)

Czech-Republic:Assessment in Conservatoires (Arts Education)

Czech-Republic:Organisation of Follow-up and Shortened Study

Czech-Republic:Teaching and Learning in Follow-up and Shortened Study

Czech-Republic:Assessment in Follow-up and Shortened Study

Czech-Republic:Higher Education

Czech-Republic:Types of Higher Education Institutions

Czech-Republic:First Cycle Programmes

Czech-Republic:Bachelor

Czech-Republic:Short-Cycle Higher Education

Czech-Republic:Second Cycle Programmes

Czech-Republic:Programmes outside the Bachelor and Master Structure

Czech-Republic:Third Cycle (PhD) Programmes

Czech-Republic:Adult Education and Training

Czech-Republic:Distribution of Responsibilities

Czech-Republic:Developments and Current Policy Priorities

Czech-Republic:Main Providers

Czech-Republic:Main Types of Provision

Czech-Republic:Validation of Non-formal and Informal Learning

Czech-Republic:Teachers and Education Staff

Czech-Republic:Initial Education for Teachers Working in Early Childhood and School Education

Czech-Republic:Conditions of Service for Teachers Working in Early Childhood and School Education

Czech-Republic:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Czech-Republic:Initial Education for Academic Staff in Higher Education

Czech-Republic:Conditions of Service for Academic Staff Working in Higher Education

Czech-Republic:Continuing Professional Development for Academic Staff Working in Higher Education

Czech-Republic:Initial Education for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Management and Other Education Staff

Czech-Republic:Management Staff for Early Childhood and School Education

Czech-Republic:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Czech-Republic:Education Staff Responsible for Guidance in Early Childhood and School Education

Czech-Republic:Other Education Staff or Staff Working with Schools

Czech-Republic:Management Staff for Higher Education

Czech-Republic:Other Education Staff or Staff Working in Higher Education

Czech-Republic:Management Staff Working in Adult Education and Training

Czech-Republic:Other Education Staff or Staff Working in Adult Education and Training

Czech-Republic:Quality Assurance

Czech-Republic:Quality Assurance in Early Childhood and School Education

Czech-Republic:Quality Assurance in Higher Education

Czech-Republic:Quality Assurance in Adult Education and Training

Czech-Republic:Educational Support and Guidance

Czech-Republic:Special Education Needs Provision within Mainstream Education

Czech-Republic:Separate Special Education Needs Provision in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Early Childhood and School Education

Czech-Republic:Guidance and Counselling in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Higher Education

Czech-Republic:Guidance and Counselling in Higher Education

Czech-Republic:Support Measures for Learners in Adult Education and Training

Czech-Republic:Guidance and Counselling in a Lifelong Learning Approach

Czech-Republic:Mobility and Internationalisation

Czech-Republic:Mobility in Early Childhood and School Education

Czech-Republic:Mobility in Higher Education

Czech-Republic:Mobility in Adult Education and Training

Czech-Republic:Other Dimensions of Internationalisation in Early Childhood and School Education

Czech-Republic:Other Dimensions of Internationalisation in Higher Education

Czech-Republic:Other Dimensions of Internationalisation in Adult Education and Training

Czech-Republic:Bilateral Agreements and Worldwide Cooperation

Czech-Republic:Ongoing Reforms and Policy Developments

Czech-Republic:National Reforms in Early Childhood Education and Care

Czech-Republic:National Reforms in School Education

Czech-Republic:National Reforms in Vocational Education and Training and Adult Learning

Czech-Republic:National Reforms in Higher Education

Czech-Republic:National Reforms related to Transversal Skills and Employability

Czech-Republic:European Perspective

Czech-Republic:Legislation

Czech-Republic:Institutions

Czech-Republic:Bibliography

Czech-Republic:Glossary

Children, pupils and students with special education needs learn preferentially in mainstream schools using support measures. The act stipulates explicitly compulsory school attendance for all pupils in a catchment school (local school), i.e. a mainstream education school in the pupil’s residence, provided the parents have not chosen another school for their child.

The education act provides for setting up independent schools or classes, departments, study groups for children with mental, visual, hearing, physical disabilities, serious developmental learning impairment (e.g. dyslexia, dyscalculia) or conduct disorder (ADD, ADHD), serious speech defects, multiple impairment or autism. In separate education, supporting measures are used.   

Separately established schools for the listed group of pupils with health disabilities actively participate in the development and verification of new teaching method and practices, collaborate on the preparation of pedagogical documents and teaching materials, provide consulting support to mainstream schools and take part in programmes for further education of the education staff (resource centres).

Conforming to the Education Act, the separate education of pupils takes place only if the school guidance and counselling facility has found that support measures given in the inclusive conditions are not sufficient to meeting education needs of these pupils. For a pupil to be admitted it is necessary a recommendation by a school guidance and counselling facility, a written application by the guardian of the pupil/aged pupil, his/her informed consent with this type of education, and conformity with the best interest of the pupil. 

The school head decides on admission of children, pupils and students in nursery schools, basic, upper secondary and tertiary professional schools. He is responsible to ensure appropriate conditions for education of children, pupils, students with special education needs in accordance with a recommendation by and collaboration with a school guidance and counselling facility.

Pupils with special education needs learn according to framework educational programmes designed for mainstream education with the help of support measures. Pupils with serious mental disabilities are taught according to an adjusted education programme that reflects education needs of these pupils. (See Chapter 12.2.4).

For organizational reasons, the schools/classes set up separately for pupils with special education needs include also schools for medical facilities, which are designed for ill children/pupils in medical facilities and who are taught in these schools if their health condition allows it. To be admitted to these schools a recommendation by the attending physician is required as well as the consent of the pupil’s guardian. Recommendation of support measures falls within the competence of a school guidance and counselling facility.

The education ministry manages also the institutional education designed for children and young people who for various reasons cannot be educated in biological or foster families.

The institutional education takes place in school facilities for institutional education and protective care. Children attend schools that are not part of the facility. Only in specific cases the children attend schools set up at these facilities.

Definition of the Target Group(s)

A target group is intended for children with mental, visual, hearing or physical disabilities, serious developmental learning impairment (e.g. dyslexia, dyscalculia) or conduct disorder (ADD, ADHD), serious speech defects, multiple impairment or autism,  who were admitted on the recommendation of a school guidance and counseling facility, which has found out that support measures provided in mainstream schools for pupils with special education needs are not or have not been sufficient to ensure their right to education.

Institutional education

Institutional education is managed by school facilities to carry out institutional and protective education.

Institutional education is ordered by a court in accordance with the family act in cases where the education of a child has been seriously threatened or has seriously deteriorated and other measures have not led to an improvement, or if parents are unable to ensure their child’s education. The court’s duty is to consider all other possibilities, e.g. foster care, before imposing institutional education.

When a child (up to 15 years of age or a juvenile (from 15 to 18 years) has committed a crime and the lack of proper education which caused a law violation cannot be corrected in any other way, protective care is imposed by court in accordance with the legal provisions concerning young people.

School facilities for institutional education and protective care:

  • Children’s home / for children from 3 to 18 years who do not suffer from behavioural disorders, or for teenage mothers with children; according to law (on the basis of an agreement with the management of the facility, it is possible to remain in these facilities until the completion of preparation for a future profession if the preparation is continuous) up to a minimum age of 26; children attend schools outside the children’s home;
  • A boarding institution - for children with ordered institutional care and who have serious behavioural difficulties or intellectual disorders, and for children with imposed mandatory protective care. It is intended for pupils of compulsory school age (6 to 15 years) and it is possible to establish family groups, a basic school is included within this  institutions;
  • Preventive care institutes – for children over the age of 15 with serious behavioural disorders, under a regime of institutional or protective care (possibly for children older than 12 with imposed protective care and with such behavioural disorders that they cannot be placed in children’s home with a school); these institutions usually include an upper secondary school, possibly a basic school.

Children with ordered institutional or imposed protective care are placed into these school facilities (or transferred or released from them) on the basis of an examination in a special education facility – a diagnostic institute. Children are placed in the diagnostic institute by a body charged with their social and legal protection or a responsible person on the basis of a court decision. They stay at the institute usually lasts 8 weeks.



Legislation and bibliography:

Education Act

Decree on education of pupils with special educational needs and of gifted pupils

Act on institutional education and protective care in school facilities and on preventive educational care in school facilities and amendment to other acts



Admission Requirements and Choice of School

The pupil can be admitted to school /class/department/study group only after meeting several requirements:

  • The pupil suffers from a disability that is explicitly stated in the education act (mental, visual, hearing, physical, serious developmental learning or behavioural disorders, serious speech defects, multiple disability, autism).
  • A school guidance and counselling facility professionally assessed the special educational needs of the pupil and their support measures based on an informed consent of a legal guardian of the pupil/adult pupil.
  • A school guidance and counselling facility has found out that support measures given in inclusive conditions are not enough to meet educational needs of the pupil and their right to education.
  • A recommendation by the school guidance and counselling facility must clearly state the reasons why the pupil’s separate education has been suggested.
  • The legal guardian of the minor pupil/the adult pupil/ applies in writing for the admission of their child /for admission/ into this school/class/department/study group.
  • The legal guardian of the minor pupil/adult pupil/ signs an informed consent with admission of their pupil/with his, her admission/ into this school/class/department/study group based on complex information he/she has got on this type of education. The right to provide complex and plain information is codified in the education act, a relevant decree containing the terms of the informed consent.
  • Admission into this school must be in accordance with the pupil’s interest.

For monitoring purposes of the pupil’s best interest it is possible to use services by the Body for social and legal protection of children.

Parents of the pupil have the right to choose the type of school, the pupil’s interest being a priority opinion.

Recommendation by a school guidance and counselling facility is issued for a specified period, normally two years. If the recommendation concerns a pupil with a light mental impairment, it is valid for one year.

If the special educational needs of the pupil changes, the school guidance and counselling facility suggests an appropriate modification to the pupil’s education. The school guidance and counselling facility must also regularly evaluate the need for support measures to find the best way of the pupil’s education.

The legal guardian of the pupil/the adult pupil/ has the right to revise the recommendation by the school guidance and counselling facility. The revision of the recommendation falls within the competence of a revision body, which is set up by MEUS (Ministry of Education, Youth and Sports). The revision procedure is set by law.


Legislation and bibliography:

Education Act

Decree on education of pupils with special educational needs and of gifted pupils

Age Levels and Grouping of Pupils

Age levels and creating groups when educating pupils with special educational needs are analogous to general population with dissimilarities resulting from the character of special educational needs of the pupil.

Separate education is possible on all education levels, preschool, basic, upper secondary, higher professional.

Pupils are divided into school classes, departments, study groups that correspond to the age, year of education programme, character of the pupil’s disadvantage, or special educational needs.

The degree of disadvantages is an important criterion in pupils with mental impairment, namely because of the right choice of a framework education programme.

It is possible to create inside class groups within a flexible organization of the education process. The law makes it possible to educate pupils, within a class, from different school years of the education programme, each pupil following a relevant part of it.

A class of pupils with a given disadvantage may take pupils with another kind of disadvantage, but the number of these pupils can reach at most one quarter of the set maximum number of pupils in the class. This limit does not apply to nursery schools, upper secondary schools or higher professional schools.

Classes set up for pupils with mental disabilities may not take pupils without mental disabilities.

The maximum and minimum number of pupils in a class is codified (6 to 14, or 4 to 6) with regard to the class composition, range of pupils’ educational needs and level of education.

The law makes it possible to grant an exception from the minimum and maximum number of pupils in the class:

The maximum number can increase by 4 pupils provided that the education quality as required by law and the safety of pupils are ensured; the minimum number of pupils can decrease provided that the school governing body covers the increased funds.

These numbers of pupils with health disabilities are analogous for groups in a lodging and boarding house, children’s home, after-school centre, and school club, which are created separately for pupils with health impairments.

As far as vocational training is concerned, the groups can increase to the number set by a Government regulation on education system of branches in basic, upper secondary and higher professional education; in the other cases of practical training, a group contains a maximum of 6 pupils.

Pre-primary education – preschool education

Pre-primary education (ISCED) is provided by nursery schools. As a rule, it is intended for children from 3 to 6 years of age (with effect from 1/1/2017). The pre-primary education ensures a special pedagogical intervention and support measures required for children of early age. In the last year before mandatory schooling, the law guarantees the right to free systematic preparation in nursery schools to facilitate smooth entry of children into compulsory schooling and to support disadvantaged children groups to start preschool education. As of 2017 the last year of preschool education will be mandatory.

The school head can allow children who are not physically or mentally adequately developed to postpone their compulsory schooling after meeting legal requirements. The postponement can also be allowed additionally during the first year of basic education. For details see Chapter: Organization and structure of education system, part Compulsory school attendance.

The children with postponement attend a preparation class at basic school or in the last year of nursery school.

Preparatory stage of special basic school

In addition to nursery schools, also classes in the preparatory stage provide pre-primary education for children with a wide range of special educational needs. The preparation lasts one to three years – from the school year the child reaches 5 years of age up to the school year they reach 8 years and is admitted to mandatory schooling. The preparatory stage class has a minimum of 4 and a maximum of 6 pupils. The preparation is free of charge.

Preparatory classes   

Preparatory classes (ISCED 020) can be founded in basic schools. They are dedicated to children where there is a presumption that their inclusions into the preparatory class may balance out their development, mainly to children with postponement of compulsory school attendance. The education is free of charge. Also free are teaching aids, textbooks and teaching texts. A preparatory class has a minimum of 10 and a maximum of 15 children. Lessons are held mornings (8 to 22 hours a week), in the afternoon the children can go to an after-school centre. The basic education document is a Framework education programme for preschool education (RVP PV, see Teaching and learning in programmes for children over 2 – 3 years; the preparatory class education programme is part of the school education programme of a relevant basic school. At the end of the second semester the teacher of the preparatory class draws up a report on the progress of preschool preparation of the child in a given year. Education in the preparatory class is regulated by the education act and a decree on basic education.

Compulsory school attendance is general; it lasts nine years and begins in the school year the child reaches 6 years. It is divided into first and second stage. Physically and mentally developed children can be admitted earlier. Children with postponement of compulsory school attendance can start the compulsory school attendance at the latest in the school year in which they reach 8 years of age.

Basic education of pupils with disabilities as stated in (Chapter 12.2.1) may last ten school years.

Pupils who have not completed basic education (ISCED 100+244) may continue basic study up to 20 years of age.

Basic education of pupils with serious mental disabilities, with multiple disorders or autism, who attend an education programme for basic special schools, lasts 10 school years and is divided into the first and second stages.

Pupils studying under a framework education programme for basic special schools can continue basic education, exceptionally with a founder’s approval, up to 26 years of age. In these cases the school collaborates with the Labour Office if the education concerns the pupil’s future profession or work.

(For more details, see Organization and structure of education system, part Compulsory school attendance)

A local regional office can stipulate, with the consent of the pupil’s legal guardian and based upon a physician referral and recommendation by a school guidance and counseling facility, the way the children with serious mental disabilities should be educated. The regional office in collaboration with the school guidance and counseling facility stipulates the way of education that corresponds to mental and physical capacities of the pupil. The regional office also provides the pupil, who regarding their special educational needs fulfills the duty of compulsory attendance in another way, with consulting, methodological and pedagogical assistance and education support.

Upper secondary education builds on the school compulsory attendance. Preparation for upper secondary education branches lasts as a rule 3 to 4 years. Upper secondary education and higher professional education of pupils with disabilities as stated above can be extended by a maximum of 2 school years.

Institutional and protection care  can last up to 18 years, for serious reasons it can be extended up to 19 years. The facility can give the adult who is preparing for future their career full provision up to the age of 26 years under the terms agreed between the dependant and the facility.


Legislation and bibliography:
Education Act
Decree on pre-primary education
Decree on education of pupils with special educational needs and of gifted pupils
Act on social services
Act on institutional education and protection care in school facilities and on preventive care in school facilities and on amendments to other acts

Curriculum, Subjects

Education of all pupils, i.e. including those with special education needs, is provided according to unified and nation-wide valid framework education programmes, which are drawn up for each branch of education.

The framework education programmes have the obligatory content and are approved by MEUS (the Ministry of education, youth and sports).

The creation of the framework education programmes is under the purview of the National institute for education, a body founded by MEUS. The creation of the framework education programmes involves experts from practice, professional organizations, higher education institutions, non-profit sector, Czech School Inspectorate and businesses.

Each framework education programme must make it possible to modify its content and conditions with respect to education of pupils with special educational needs and gifted pupils. When it comes to the content, the taught branches should be modified accordingly, special pedagogical care should be provided (logopedics care, speech training, communication skills, orientation and independent movement in space in the visual disabled, social skill training, character language and the like). The schools work out the framework education programmes into school education programmes. The pupils who are not handicapped by mental disadvantages attend schools on all levels (nursery schools, basic, upper secondary, higher professional schools) and study according to the framework education programmes designed for intact population.

On the pre-primary, primary, and upper secondary education levels, the pupils with light mental disabilities study according to standard framework education programmes. They are entitled to have individually modified education programmes whose contents are adjusted according to recommendations by the school guidance and counselling facility.

On the pre-primary level, the pupils with moderate, severe and very severe mental disabilities study according to adjusted framework education programmes for preschool education, on the basic and upper secondary levels they study according to separate framework education programmes. On the basic education level, they study according to Framework education programmes for basic special schools. On the upper-secondary education level these pupils study according to a Framework education programme annual practical school and a Framework education programme biennial practical school. Most pupils with very severe mental disabilities study according to an individual education plan, which is based on a relevant framework and school education programme.  

An obligatory part of the teaching plan of all nation-wide-valid framework education programmes is also the study of information and communication techniques (ICT) and their use on all levels.

It is possible and advisable to combine education of pupils in regular classes and classes founded separately for groups of disabled pupils on all education levels.

The school education programme of a school or class set up for groups of disadvantaged pupils contains besides standard subjects also:

  • Specific education subjects,
  • Special pedagogical care subjects,
  • Special interventions (e.g. character language, logopedics care, training of spatial orientation and independent movement for the visual disabled, playing a musical instrument, rehabilitation physical education, communication skills, social skills, additional pedagogical intervention or remedial education, and the like.).

These subjects are taught in the range of 1 – 4 hours (lessons) a week.

In case the Czech as foreign language should be strengthened, teaching range is one to three lessons a week with regard to the pupil’s age, total range of the intervention provided being 80 to 200 lessons.

Teaching of special pedagogical care subjects and pedagogical interventions are part of the obligatory school plan.

Teaching of special pedagogical care subjects and special pedagogical interventions are, in the case of pupils studying in inclusive conditions, part of their individual education plan.



Legislation and bibliography:


Education Act

Decree on basic education

Framework Educational Programmes for Pre-primary Education

Framework Educational Programme for Basic Education

Decree on education of pupils with special educational needs and of gifted pupils

Framework educational programmes for vocational upper secondary education

Framework Educational Programme for the educational field of a special basic school

Teaching Methods and Materials

When educating pupils with special education needs, special educational methods combine with the methods used in ordinary schools. The methods and procedures are chosen to suit the educational needs of pupils. Employed are the communication methods as used for substitute and alternative communications, character language, Braille point script, tactile system for the deaf-blind, etc. The right to use relevant communication system is codified by law. Also codified is the right to use compensation, didactic, and assistance information techniques, which the pupils can use free of charge in accordance with legislation. For this purpose, standard financial requirements are specified and allocated for their provision; they are covered from the state budget. Also specified are financial requirements to translate printed texts, books and manuals into Braille. On the national level, this translation is done by the Library and printer for the blind K.E. Macana in Prague. Also other specialized bodies carry out translations, including schools, which use special ICT equipment (HW and SW) bought from the state budget for the school resort. Considerable attention is paid to information and communication technologies. Schools are equipped, apart from tools used by common population, with special information technologies, special HW and SW, e.g. magnifying software, voice output, Braille printer, electronic magnifiers, teaching software, communicators, etc.

Progression of Pupils

The progression of pupils is based on their assessment.

The assessment of children / pupils with special educational needs is similar to those in a mainstream nursery school (mateřská škola) (see Assessment in Programmes for Children over 2-3 Years) basic school (základní škola) (see Assessment in Single Structure Education) and upper secondary school (střední škola) (see Assessment in Upper Secondary Education). The assessment (including marks), the nature of disabilities or disadvantages is taken into account as well as a recommendation by the school counselling facility. The assessment of education results is carried out by the teacher of the subject. The assessment is of formative character and all pedagogical staff in the class take part in it. The assessment watches the level of the goals achieved in the context of expected key competences in the given framework education programme and individual education plan of the pupil. The progression of pupils into a higher year is regulated by the same rules as in intact pupils. To the higher year passes a pupil who at the end of the given school year has passed exams in all mandatory subjects except for subjects of formative character. Also a pupil who has already once repeated the given school year passes to the higher year.

Repetition of the year as a specific pedagogical measure to achieve expected key competence of the pupil is possible on the level of obligatory and post-obligatory education. Repeating a year on the given educational level is possible only once. Repeating a year is also possible on recommendation by the doctor and upon request by the legal guardian of the pupil /request by adult pupil/ if there are serous reasons.

The emphasis is laid on supporting the success of a smooth transition through the years of the education programme, using supporting measures and flexible selection of the pupil’s education conditions in accordance with his educational needs. When specifying education conditions and the pupil’s advance in education process, collaboration between the pupil/parents and a school guidance and counseling facility is important.

During educational process, the character of educational needs of the child or student can change. In case a pupil is transferred to another education programme, the school head transfers them to the year which corresponds to their knowledge and skills. The pupil can be transferred from separate education to inclusive education and vice versa with the appropriate selection of supporting measures (see 12.1.2 Specific supporting measures).

There is a codified possibility of speeding up the advance of exceptionally gifted pupils. A legal guardian of the pupil /an adult pupil/ can appeal against the assessment report. The possibilities and conditions of exam resitting solve the law.


Legislation and bibliography:

Education Act

Certification

Certification of the attained level of education of pupils with special educational needs who have studied in inclusive conditions or in separate conditions and who have finished education programmes of the given level of education is identical to certification of the other pupils of the respective education programme.

The report is issued by the school; the responsibility rests with the school head.

Always after completing one year of study in education programme that provides a level of education, the pupil gets a report. The report evaluates the results the pupil achieved in mandatory subjects. It represents the level of education achievements in the context of expected key competences set in the framework education programme. The evaluation reflects the education objectives set in an individual education plan of the pupil if such a plan has been drawn up. In the evaluation (including classification) of the pupil/student, the character of their disabilities or disadvantages is taken into account on recommendation of the school guidance and counselling facility. The evaluation of education results is done by the teacher of the relevant subject. The evaluation is of formative character, all teachers in the class taking part in it. In basic and upper secondary school reports, it is possible to use classification, verbal evaluation or a combination of both. The school head with the approval of the School Board decides on the way the evaluation should be done. Verbal evaluation is always used for pupils in basic special schools.

Subjects of special pedagogical care are not classified.

 

Basic education

School leavers of basic schools after completing the last year of basic education and on receiving a report, the students acquire the basic education (ISCED 244). School leavers of basic special schools intended for pupils with more serious disability acquire basics of education (ISCED 244).

 

Education fields without a certificate of apprenticeship (ISCED 353)

Preparation is completed by a final examination and issuing a certificate of final exam. Pupils with special educational needs have the right to modify the way the final examination is held.

Preparation in fields of upper education for pupils with more severe mental disabilities takes place in fields’ Annual practical school and Biennial practical school. The preparation is completed by passing afinal exam. School leavers get a certificate of final examination and attain upper secondary education level (ISCED 253).

 

Upper secondary education fields with certificate of apprenticeship (ISCED 353)

Preparation in fields of upper secondary education with a certificate of apprenticeship is completed by passing a final exam and issuing a certificate of final exam and apprenticeship (for more detail, see part on certification in courses with the apprenticeship certificate). In the final examination, unified and compulsory specified assignments are used. Laying down specific provisions on final examinations for pupils with special educational needs falls within the competence of the school guidance and counselling facility and the school head. The school head allows appropriate conditions to be created.

It is possible to formally adjust the assignments, work out assignment guidelines, evaluation differences, change length of tests, and use of ICT and other compensation aids.


Branches of upper secondary education with school- leaving examination (ISCED 344, 354)

The school-leaving examination completes education level ISCED 344 (in the case of general education), or ISCED 354 (in the case of professional education). The school-leaving examination has a common part and a profile part (for more details, see part on certification in courses with school-leaving examination).

The Act and the Decree stipulate the rules to harmonize conditions under which pupils with special educational needs can take an exam. The conditions include e.g. adjustment of the environment, longer time limit, content and formal modifications to the test materials, differences in evaluation, use of compensation aids including ICT, interpretation into the character language, etc. Pupils with disabilities or with health disadvantages are, after an expert opinion in a school guidance and counselling facility disposing of an authorization for issuing such opinion, included in the appropriate category of accepted adjustment of conditions for holding the upper secondary school-leaving examination (PUP MZ). Expert opinion is attached to the application for upper secondary school-leaving examination, and on its basis the pupil is granted the necessary conditions adjustment. A pupil’s diagnosis is not the decisive criterion for their inclusion into one of the categories but a functional consequence of their disability. The didactic tests of pupils PUP MZ are assessed by specially instructed experts.

 

(See Assessment in Upper Secondary Education, part Certification)



Legislation and bibliography:

Education Act

Decree on education of pupils with special educational needs and of gifted pupils

Decree on detailed conditions on completing education by the school-leaving examination in secondary schools

Decree on completion of education in upper-secondary schools in the form of a final examination, and on completion of education in conservatoires in the form of an absolutorium