Special needs education within the education system - Czech Republic

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.