Complete national overview - Czech Republic

Legal System

The Parliament enacts laws on education and decides on the general principles of education policy. The Government and the Ministry of Education, Youth and Sports implement these principles into the national policy at the central government level. The Ministry of Education, Youth and Sports is in charge of the administration of education, youth issues and sports.

In matters related to comprehensive, secondary, higher education, vocational training and adult education, the Ministry is assisted by expert institutions – Research Pedagogical Institute, Institute of Pedagogical and Psychological Counselling, National Institute of Vocational Training, National Pedagogical Institute, Institute for Information in Education, Institute for Evaluation in Education.

The right for all children to be educated is enshrined in the Constitution of the Czech Republic (Ústava České republiky No 1/1993). The Constitution states that everybody is equal in accessing the law and according to the law. Everyone has the equal opportunity to receive education.  Everyone also has the right to basic and secondary education free of charge.

One of the most important documents of a comprehensive character related to persons with a disability is the National Plan of Integration and Support of Persons with Disabilities for the period 2006 – 2008. The new document for the next period will follow.

The above mentioned important document contains the main aims, tasks and principles for implementing the inclusion policy into practice concerning health, culture, social and educational policy.

A central document on education is the Long-term National Strategy of Development in Education which is discussed and approved by the government and then approved by the Parliament. The approved document is revised every two years.

Education of children, pupils and pupils with special needs is a standard part of the mentioned strategic document.

Based on the Long Term National Strategy on Development in Education,   each of the 14 regions in the Czech Republic are obliged to formulate their own Long-term Regional Strategy of development in Education for the particular region. 

Due to the Act on Sign Language that was approved in 1998 and with the amendments approved in 2008, the importance of sign language for the education of pupils with a hearing impairment as well as the use of other alternative communication systems including specific systems of communication for deaf-and-blind persons,  was legally recognised and stressed. The Act guarantees the right to education for deaf children by means of sign language, guarantees the access to sign language interpretation for upper secondary level pupils, as well as the access to courses in sign language for parents of deaf children. Needless to say , using sign language in the education of pupils a  with hearing impairment was already a practice enshrined by the previous Act on Education No 29/1984 and its amendments.

The new Act on Education regulating the whole system of education in the Czech Republic was approved in September 2004 (which came in force in January 2005). This Act presents the definition of pupils with special educational needs and individual target groups - pupils with mental, sensory or physical disabilities, pupils with speech and language impairments, pupils with multiple disabilities, autism, pupils with specific learning and behavioural difficulties, chronically ill and socially disadvantaged pupils. There is also focus on the education of gifted and talented pupils.

The Act on Education guarantees that the support provisions and services required in supporting the access to education of pupils with special needs  are to be available to children, pupils and/or pupils at all levels of education. Pupils with special needs have the right to be provided with adapted text books, with specific teaching materials, compensatory and rehabilitation equipment and tools as well as with support and counselling services, free of charge. The Act on Education guarantees that alternative communication and/or sign language will be available for those pupils who cannot profit from using oral language.  Braille print is available for pupils who cannot read regular print.  Additional staff are available, as well as individual educational plans which describe the conditions necessary for successful learning when dealing with a pupil with special needs. The process of the education of pupils with special needs has the features of differentiation, individualisation and adaptation tailored to meet the needs of pupils and their diversity.

The School Act reinforces the trend towards integration and inclusion of pupils with special educational needs into mainstream schools. It is recognised that pupils with special needs attend their local school unless their parents choose another school. The role of parents in the decision-making concerning the education of their child is crucial. 

Legal System in Mainstream Education

According to the Act on Education, the content of education must comply with The Frame Educational Programmes . The process of education has to be organised taking into consideration the age level and abilities of the pupils and to promote pupils’ healthy growth and development.

The Frame Educational Programme for Basic Education is a national document covering both mainstream and special education and  is used as the basis for compiling the “school curricula”. Each school is responsible for the development of this school level document that also has to include a description of the provision for pupils with special needs. The school educational programme also emphasises the learning environment and operational culture of the school, the conception of learning, cross-curricular themes in teaching, individual support and guidance and pupils welfare.

The curricular reform was implemented by the Act on Education. Since September 2007, all schools in the Czech Republic have been implementing their own School Educational Programmes. The process started with first grades. The Ministry of Education, Youth and Sports is supporting schools in this implementation process by training teachers and school head teachers, providing guidance and counselling and providing the required resources. The co-ordinators of the implementation process at the school level are receiving training, in training programmes, and schools are provided with guidance and support. 

Also the convergence of ordinary and special education is supported through the Frame Educational Programmes. The national programme for compulsory education is also tailored to cover the education of pupils with special needs.

Pupils with severe and profound mental disabilities, autism and complex needs are given the opportunity to follow the Frame Educational Programme for Special Needs Education tailored to meet their needs and built upon the principles of the national programme for compulsory education, reflecting the pupils´ special needs.

The Act on Education codifies teaching of pupils with special needs by additional provisions and supportive measures that may be described in the individual educational plan in favour of the pupils. The supportive measures are e.g. additional teaching staff, additional teaching hours covering also specific subjects such as sign language, speech therapy, reading and writing in Braille print, mobility and orientation training, guidance and counselling, availability of specific teaching materials, books, compensatory aid, specific assessment arrangements etc.

At the same time, the Act on Education leaves open the possibility to establish independent schools or classes for pupils with disabilities.
The Act on Education explicitly stresses support toward the development of the individual abilities of pupils as for instance, pupils receiving extended education in certain subjects or enabling gifted pupils to skip a grade.

Increased attention is paid to the education of Roma children who represent a substantial part of socially disadvantaged pupils. The programmes "The support of Roma pupils at upper secondary schools", "The support of Roma community integration", "Schools with a full day programme" are still in progress, a network of preparatory classes has grown. Within this programme a special training programme has been developed for pedagogical assistants from the Roma community. Through their supportive work in the classroom, these assistants are functioning as a school - family link.

In the area of the integration of foreigners the Czech Ministry of Education, Youth and Sports has developed a programme to support integration policy. Within its framework, projects for the  multicultural education of children and youths, Czech language courses with the Czech language as a foreign language, and the education of migrant foreigners are supported.

The legal provisions governing the pre-school education of children with special needs are also stated in the Act on Education. Among other issues the Act guarantees that pre-school education is free of charge in the year prior to compulsory education.
The Frame Educational Programme reflects the needs of the target group. Playing games is the most important method in pre-school education. Pre-school education is not compulsory.

Compulsory education in the Czech Republic means an obligation to participate in the education provided by schools. All schools follow the approved Frame Educational Programme. 
Each school has to implement the Frame Educational Programme into its School Educational Programme.

The School Educational Programme reflects the special needs of pupils and besides the regular subjects the programme consists of subjects such as speech therapy, mobility orientation, sign language, rehabilitation etc.

The basic schools provide nine years of compulsory education. Compulsory education is divided into two levels:

• First level (year 1-5) corresponds to the primary level
• Second level (year 6-9) corresponds to the lower secondary level.

Starting compulsory education can be postponed according to the child’s needs until the child is 8 or turns 8 during the school year.The compulsory education of pupils with special needs can be up to 10 years.  Children, who need to repeat a year for some reason i.e. illness, may attend basic school for one extra year. 
Pupils with profound special needs are allowed to continue their basic education until the age of 26.
Pupils generally receive support concerning their choice of further education and professional career by means of special guidance and counselling. The head teacher at each school (mainstream as well as special school) appoints a school consultant, who is responsible (beside his/her teaching duties) for such counselling. This consultant helps pupils with educational, vocational and labour market orientation and is also in contact with parents and social partners. Special attention is given to the pupils with special needs. Pupils can also use the special counselling services outside the school. These services (more in the section Special Needs Education within the Education System) enable the pupil to draw up his/her action plan by focusing on his/her notions and strengths.

Financing

Basic and secondary education is free of charge at schools registered by the conditions described in the Act on Education.  The expenditure in connection with education is covered by the national budget. Also additional special needs of pupils are covered by the national budget. 

The financial resources are disseminated by the Ministry of Education, Youth and Sports to the regions according to the actual number of pupils – ‘financial units’.

Regions are obliged to re-distribute the resources including additional budget resources to support education of pupils with special needs to individual schools.

The same principles for financing apply for both special needs and mainstream education.  
Capitation grants are stipulated for individual schools and their activities. The Ministry of Education, Youth and Sports specifies capitation grants as recommended for the calculation of subsidies. The regions receive this recommended amount of funding and are permitted to disseminate these grants to the schools. Financial flows are determined by the responsibilities of the relevant organising bodies. These responsibilities were changed in 2001. Transfer of responsibilities from the state to regions was a gradual one.

Identification of special educational needs

The decision as to whether a child's development requires special consideration or support is dependent on the concrete assessment of the individual child. The principle of the assessment is the pedagogical one. The assessment of a pupil can only be done with the parent’s approval. It is important to provide the needed support and special pedagogical assistance as early as possible in order to prevent the pupil’s academic failure and other negative developmental consequences.

As a rule, it is the teacher who deals with the special needs of a pupil, in co-operation with resource centres (special schools) and counselling services. The responsibility of parents is to make the decision for their child to undergo the assessment of special needs. The experts from the special educational and/or educational – psychological counselling centres look into the nature of the need of a child and make proposals for special support and provisions. The head teacher of the school decides which form of special education support will be implemented. Parents have the right to approach this decision-making process and their opinion is crucial.
The professionals from the health sector are responsible for medical diagnoses and medical recommendation to support education.

The assessment of educational needs is carried out by pedagogical-psychological advice centres, special pedagogical centres, centres of educational care and diagnostic institutes within the educational sector.

There is a network of counselling institutions in the Czech educational system providing psychological and special pedagogical support and other services. The assessment concerning the special needs of a child is based upon the use of psychological and special pedagogical tools. A large majority of pupils with special needs have specific learning and behavioural disorders. Special pedagogical centres are part of the resource centres and deal with expert assessment of special needs and support services for certain groups of pupils with regard to the kind of impairment that they have. Most of these centres are now developing more complex areas of support provisions.

Centres of educational care are responsible for assessing and dealing with support for children with severe behavioural problems and/or children endangered by drug abuse or criminal delinquency. These centres provide counselling to parents and teachers.

Diagnostic Institutions deal with the assessment of children sent to the protective educational regime by a Court decision and also with youngsters whose parents or guardians have asked for their placement into a diagnostic Institution due to behavioural problems, and/or due to a dysfunctional family.  Diagnostic institutions are the part of the system of education in the Czech Republic.

Process of assessment of special educational needs

A Pupil’s assessment focused on his/her special educational needs is based on a multidisciplinary and holistic approach. The procedure is carried out by the Educational Psychological Counselling Centres and/or at Special Education Centres by professionals - special pedagogues and/or psychologists – both at schools and/or at the centres. 
The recommendation for undergoing the assessment is given by the class teacher, parent, the pupil him/herself and physician or by another person who is in contact with the pupil.
The assessment as well as special educational support cannot be done without the parent’s approval.

The assessment of the pupil consists of a detailed description of individual needs, the way the needs are to be met, the professional contact person as a consultant, the recommendation concerning the process of education and its organisation including assessment of the pupils school performance, placement and additional necessary support (personal, technological, professional, teaching materials, special text books, etc). These recommendations are embodied into the individual educational plan of the individual pupil with special needs.

According to the Act on Education the parent must approve the placement of the child into special education and/or his/her placement into the special school and/or special class/unit. The parent can, however, object to the placement decision. The school headmaster is obliged to initiate the change of the placement or educational programme of the child whenever the situation of the pupil concerning his/her special needs changes. There is a “free track” from special school into mainstream and vice versa.

Special Needs Education within the Education System

Since 1989 there has been a progressive process of changes in the Czech educational system. All these changes have opened the gap to a wider differentiation and individualisation of educational possibilities. The most important changes deal with the group of children with special educational needs, who had a narrow or even restrictive access to education before. New educational philosophy, which responded to the tendency and trends of the society’s democratic development and orientation, was formulated in the National Programme of Education Development in the Czech Republic (White Book) by The Ministry of Education in 2001.

The main changes concerning the access conditions for pupils with special educational needs to education are as follows:

• Mainstream schools were opened for pupils with special educational needs;
• 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 special education needs;
• A counselling system has been developed for pupils with special educational needs to support their integration and inclusion into mainstream schools and for pupils who are educated at home;
• A counselling system for pupils with behaviour difficulties (disorders) has been set up;
• A broad range of support provisions have been implemented to increase participation of pupils with special needs into mainstream education;
• The role of parents was stressed;
• Special schools have been developing into resource centres.

Two-track system, where special education had a strong position, has been changed into a multi-track system. Pupils with special educational needs are educated preferably in mainstream classes, but there is another choice of placement available – special classes within mainstream schools or they can attend schools (‘special schools’) founded for those pupils with special needs whose parents prefer this kind of school. 

If health conditions do not allow a pupil to attend school regularly, the regional authority has to organise an educational process which enables the pupil to reach the same level of education as regular compulsory school attendance.

Special schools are a part of the overall educational system but the number of them is decreasing. These schools provide education to pupils with mental, sensory or physical disabilities, pupils with communication difficulties, pupils with complex needs, pupils with learning and/or behavioural difficulties. Pupils who are ill or pupils with a health risk are temporarily placed in hospitals and/or other health care institutions and can attend schools in these institutions. 

The aim of special education is to provide education, tailored according to the needs of the pupil and which supports the pupils´ social inclusion. 
All pupils follow national school curricula, pupils with a mental problem follow the reduced school curricula (see the Legal System section).

Special schools are offering education for pre-school children, for pupils at the age of compulsory school attendance and at upper secondary level, including vocational schools. They mostly serve children whose special needs can not be met in mainstream settings and for those pupils whose parents prefer this kind of placement.

The process of education is modified according to the special needs of the pupils.
The aim is to provide quality education for all of the pupils in a class.

The main characteristics of special education:

• Specific teacher-training for teachers working with pupils with special needs is required;
• Additional pedagogical staff available in a class;
• Special equipment, tools and educational methods are used;
• Lower number of pupils per class;
• Adaptation of the organisation of the process of education and of the educational programme. 
• School attendance may be prolonged – (at the compulsory level of education till the age of 26, at the level of upper secondary education for 2 years; Pupils with complex needs have the right to continue their basic education till the age of 26. Other pupils with special needs can continue their compulsory education for one more school year, i.e. 10 years instead of 9 years. Pupils in upper secondary education can profit from 2 additional school years in order to fulfil the standard curricula. The individual needs of the pupil are the rationale behind the decision concerning this particular topic.
• Close co-operation between the school and counselling institutions;
• Counselling and guidance available;
• Alternative educational forms for children with complex needs, whose health conditions prevent them from attending mainstream school (education at home available) ;

Pre-school education

The concept of pre-school education is based upon positive influence on the pupil’s personality, social performance and future success in education and social inclusion.
Special Educational Centres and Educational and Psychological Counselling Centres contribute to the smooth transition of pupils from the pre-school system into compulsory education.
Pupils with complex needs at the age of compulsory education (6 – 8 years) may attend specific pre-school institutions offering a 1 to 3 year programme of systematic preparation for compulsory education.
Compulsory education preparatory classes are available for pupils who have socially and culturally disadvantaged family backgrounds. This provision supports the schools readiness of ‘at-risk’ children and their smoother transition into formal compulsory education.  The preparatory classes are mainly established at mainstream basic schools.

Compulsory education

Basic schools- mainstream education

Compulsory education is organised within the system of basic schools in the Czech Republic which covers primary (1st – 5th grade) and secondary (6th – 9th grade) educational level.
The decision about the organisational form of education of a pupil with special needs is the responsibility of the head teacher who decides this taking into consideration the wishes of parents and counselling centres recommendations.
A pupil with special needs has the right to be educated at a mainstream school (preferably with regards to the special needs of the pupil), and/or at a special class/unit within the mainstream school and/or at a basic school for children with special needs (‘special school’).

Basic school – special needs education

Basic schools for children with special needs provide education for pupils whose special educational needs cannot be fully met within the mainstream provisions and facilities, and also that their parents prefer this placement. The number of pupils in a class is much lower in comparison to a mainstream class. It ranges from 4 to 14 pupils relating to the type of school. A mainstream class consists on average, of 22, 5 pupils, and no more than 30 pupils.

In addition to the regular teaching subjects each special educational programme provides so called subjects of special provision, such as speech and communication therapy, mobility and orientation training, sensory stimulation, using special IT, music and musical instrument playing, etc., according to the type of the school and the special needs of the pupil.
The organisational strategy is the same in special classes within mainstream schools.

Recently, the role of special schools has been changing. In addition to their educational role, they have become resource centres developing new pedagogical methods and approaches and providing wide ranges of advice and support services both to pupils, their parents and mainstream teachers. They usually consist of more levels of education. 

The system includes basic schools:

• for pupils with hearing impairment
• for pupils with visual impairment
• for pupils with physical impairment
• for pupils with speech impairments
• for ill and health risk pupils
• for pupils with specific learning difficulties
• for pupils with specific behavioural difficulties
• for pupils with mental impairment
• for pupils with multiple impairment 

For pupils with severe mental challenges and complex needs there is the possibility of attending a basic special school. Pupils follow the Frame Educational Programme for Education in Basic Special Schools. The structure of the document matches the structure of the curricular document for mainstream basic schools. The content is adapted to meet the needs of pupils with significant mental challenges. The process of education is supported by the rehabilitation services. The development of social and communication skills of pupils is stressed.  

The pupils reach the bases level of education.

Post-compulsory education, upper secondary education

Upper secondary education offers education for pupils with special needs in these organisational forms:

1. Individual integration within mainstream settings;
2. Education in a special class within the mainstream secondary school;
3. Education is a secondary school for pupils with special needs.

A broad range of educational programmes are available at the upper secondary level of education to pupils with special needs. The curricular model is the same as with the compulsory education. Each branch of study has its Frame Educational Programme. There are some 500 branches at the upper secondary level of education. Reduction of this number within the process of the grouping of branches is expected. The expected number is ca 250 – 300 branches and the same number of Frame Educational Programmes. 

Some schools offer education in various studies especially for pupils with special needs. For example the Conservatory for pupils with visual impairment in Prague has a long tradition and very successful history. There are secondary schools providing education specifically for pupils with a hearing impairment, such as Upper Secondary Health Service School and the Secondary Pedagogical School, using sign language as a standard communication tool.

Practical schools offer upper secondary education to pupils with mental challenges in 2 programmes: a1-year programme and a 2-year programme.

The programmes cover both academic and practical areas of knowledge. Besides general knowledge the school provides pupils with a wide range of practical daily life knowledge and skills including social skills, the basics of working knowledge and other skills helping the pupils to enter the labour market.
The standard length of each educational programme at upper secondary level can be prolonged by 2 years according to the needs of the pupils. (Act on Education 561/2004).

Each Frame Educational Programme contains a recommendation of support provisions and eligible adaptations to meet the needs of pupils with special needs.  Each school has to develop its school educational programme that reflects class diversity and the special needs of the pupils in the class.

Lifelong Education for Adults with special educational needs

For pupils who have not acquired the level of basic education there is a possibility to attend courses set up to reach the level of basic education and/or bases of education.
Besides school, other educational bodies are offering a broad range of courses and follow-up education reflecting the needs of pupils to support their independent life and access to employment.

A limited number of special schools (11) remain even after the decentralisation under the direct management of the Ministry of Education, Youth and Sports.
From the political point of view it was important to give a clear signal to parents of pupils with special needs that the Ministry of Education is securing this educational alternative for their children, even though the main trend in policy is towards inclusion. These schools co-operate closely with the ministry and research institutes and with mainstream schools in developing new methods, provisions and approaches to meet the diversity in needs of all pupils.

All schools that are offering education specifically to pupils with special needs are entitled to provide education to pupils without special needs as well, as a certain kind of “vice versa integration”. The number of these pupils is limited to 25% of the total number of pupils in a class/school.
Special schools often provide boarding services for children from remote areas. The state contributes to these services and parents pay only a small part of the costs covering boarding services. Travel costs are covered by parents or by the social system.

The needs of gifted children are met through a broad range of additional educational provisions both at school and counselling level. The provisions of these pupils are usually described in the individual educational plan.
A specialist from the counselling centre co-operates closely with the class teacher. With regards to the educational needs of the pupil, the organisation and structure of their education is designed.  

Teacher training - basic and specialist teacher training

The Act on Educational Staff was approved by the Parliament of the Czech Republic in September 2004. The Act came into force January 1, 2005. The Act defines the categories of educational staff and the general prerequisites for carrying out their professional work. It stipulates the requested educational background and regulates the further education of teachers and other professionals from the field of education.
The university level of teachers´ education is predominantly requested. For pre-school teachers, the upper secondary level of education is accepted.

Most university programmes are at master’s level (ISCED 5A) and are taught at universities. The responsibilities for the content and organisation of studies belong entirely to the individual universities. Each faculty of education in the Czech Republic providing education for teachers has the right to determine the content and organisation of studies, including study programmes, study and assessment regulations, entrance examination requirements, the requirements for state final examinations, etc.

The Ministry of Education, Youth and Sports formulates only the key competences for teachers. It is up to the universities providing teacher-training to meet the expected level off skills of their graduates. 
Co-responsibility for the quality of university education is up to the Accreditation Commission, which is one of the bodies that carries out comparative evaluation of the particular area of study at all faculties of education.

The study model for teachers at faculties of education consists predominantly of both the academic and the practical/professional parts and run simultaneously. The teacher-training integrates both the theoretical and practical aspects. In addition to traditional methods (lectures, seminars), the ‘'learning by doing’ approach is also used, as well as various theoretical methods, learning through practical exercises, workshops etc.

There is no unified compulsory curriculum for teacher-training at higher educational institutions, but certain components are always present: general subject education, psychology, pedagogy, didactics and pedagogical practical training.

The amount of teaching hours dedicated to these subjects can vary. The proportion of instruction depends on a teacher’s area of specialisation.
Issues concerning management and administration are included in greater scope in the functional training curriculum for school heads.

The student-teacher’s professional development, which means personal profile and development of professional competency, is stressed. Student teachers should acquire needed academic, social and didactic skills. They are expected to develop their own efficient teaching style, self-reflection skills and assessment for learning skills.

Practical training runs through the whole programme either in blocks of one to two weeks teaching or in the form of long-term training consisting of 1 day a week spent at a school for a period of several terms. By the end of their studies a student- teacher has usually had six weeks teaching practice. Emphasis is placed on the student-teacher’s own attempts at teaching and their reflection on this practical experience. There is no transitional period between training and employment.

The Act on Educational Staff (563/2004) defines the qualifications of teachers working with children with special needs. University teacher-training in special education or additional university training in special education is requested.

All university teacher-training programmes include modules on the education of pupils with special needs.
Teachers who want to work as SEN- Counsellors and/or special teachers of pupils with special needs have to follow the master 5-year university study programme in special education.

In-service training

Teachers are entitled to further education and in-service training. The ministry provides financial support to cover the part of expenditures connected with the in-service training and further education of teachers at courses that are approved by the ministerial decision.

To support inclusion, teachers are supposed to participate at the in-service training in special needs education.

Development of inclusion

The first alternative for providing special needs education is to include pupils with SEN in mainstream classes and, when necessary, provide special needs education in small teaching groups.
Pupils with special needs are provided with a broad range of support provisions to facilitate inclusion.
The class teacher is responsible for the learning process of all pupils in a class. Mainstream teachers are supported by guidance and counselling services from the resource centres. Special teachers from these counselling centres provide direct support to pupils in mainstream settings if necessary.

The general objective of education of children with special needs both in mainstream and segregated provisions is to give them equal opportunities to successful and efficient education in accordance with their needs and abilities. The main principle is the focus on each pupil’s strengths and her/his individual learning and development needs.
Education has to promote pupils’ initiative and self-confidence and promote life long learning.

The systematic integration policy in the Czech Republic started after 1989. During this period the development of integration has changed towards broader social acceptance of inclusion of persons with disabilities, mainstreaming, and better educational and technological support for pupils with special needs in mainstream settings.

The main principle of education for pupils with special needs is to provide them with quality education, with equal opportunities to eliminate the disadvantage in accessing an appropriate level and quality of education. Social inclusion and social participation of a person with special needs is the main aim.

Inclusion of pupils into mainstream schools at all levels of education is in the centre of interest of the Ministry of Education in Czech Republic. Additional provisions tailored with regard to the pupil’s needs support the success of the school performance of each pupil with special needs. 

Although the situation of inclusive education has been improving, there still are some difficult areas to be dealt with. The problems are partly caused by the limited resources available for a support teacher in a mainstream class, partly by the architectural barriers/accessablility of school buildings. Traditional thinking patterns of teachers (and parents) and their resistance to change also plays a role.

All strategic documents on national level deal with these issues and the Ministry of Education, Youth and Sports gives grants to schools to improve conditions for pupils with special needs and for supporting their inclusion.

Quality Indicators for special needs education

Quality indicators for special needs education are very similar to those for general education. The National Programme for Development of Education formulates the indicators for the Czech Educational Policy as a result coming from the broad discussions of professionals.

The indicators are:

• Equal opportunity and access to education

Each child has the right to be educated with respect to his/her individual needs.  Education has to be adapted to meet the needs of each child and diversity of their needs.

• Positive school environment

This means an environment offering all of the pupils an opportunity to improve their personality and individual knowledge and practical skills.

• Open school atmosphere

A classroom atmosphere built on friendly relations, feeling of security with the participation of all pupils, supporting inclusion of children with special needs.

• Teaching as facilitating

The learning process has to stimulate pupil’s active role, his/her self confidence, participation in the process and activities within the class and his/her motivation for life-long education.

For further information, contact please the national Agency Representatives

Sources:
Eurydice

Other sources:

http://www.uiv.cz/

www.msmt.cz
http://www.vuppraha.cz/