COMPLETE NATIONAL OVERVIEW

Legal System

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 Institute for Further Education, Institute for Information in Education, Institute for Evaluation in Education.

The right of all children to be educated is enshrined in the Constitution of the Czech Republic (Ústava Èeské republiky No 1/1993). The Constitution says 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 comprehensive character is the governmental resolution:
- No. 466 of June 1992 – „National Plan of the Support to Persons with Disabilities“,
- No 256 of 14 of April 1998 "National Plan of Equalization of Opportunities for Persons with Disabilities”.
- In the year 2004 the „Strategy of the National Policy towards Persons with Disability“ was approved by the government. Based on this strategy the new governmental resolution was developed and approved by the government in August 2005 (No. 1004/2005.) www.vlada.cz) .

This last 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 development document on educational is the Long Term National Strategy of Development in Education which is approved by the government and then by the Parliament. The approved document is revised every two years.

Education of children, pupils and students is a standard part of the mentioned strategic document.

Based on the Long Term National Strategy on Development in Education   each of 14 regions in the Czech Republic are obliged to create their own Regional Developmental Plan.

By the Act on Sign Language that was approved in 1998, the importance of the sign language for the education of pre-lingual deaf was legally recognised. The act guarantees the right for education of deaf children by means of sign language, guarantees the access to sign language interpretation to students at upper secondary level of education as well as the access to courses of the sign language for parents of deaf children. Needless to say using the sign language in education of pupils with hearing impairment was already a practice quarantined 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 (came in force in January 2005). This Act presents a new definition of students with special educational needs and individual target groups - students with mental, sensory or physical disabilities, students with speech impairments, students with multiple disabilities, autism, students with specific learning and behavioural difficulties, chronically ill and socially disadvantaged students.

Special focus is given to the education of gifted and talented students, too.

The Act on Education guarantees that the support provisions and services needed in special education are to be available to children, pupils and/or students with special needs at all levels of education. Pupils with special needs have the right to be provided with the teaching books, 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 the alternative communication and/or sign language have to be used for those students who cannot profit from using the oral language.  Braille print is used for students who cannot read regular print. Compensatory aid, additional staff is available as well. The process of education of pupils with special needs can be described and adapted through the individual educational plans.

This School Act underlines and encourages links between special education and ordinary schools and reinforces the trend towards integration of pupils with special educational needs into mainstream schools. It is recognised that pupils with special needs are visiting their local school unless their parents did not choose other school. The role of parents in making the decision concerning education of their child has been stressed by the Act on Education.

Legal System in Mainstream Education

According to the Act on Education, the content of education must comply with The Frame Educational Programmes (www.VUPPRAHA.cz ).

Process of education has to be organised in a way to meet the age level and abilities of pupils and to promote pupils’ healthy growth and development.

The Frame Educational Programme for Basic Education is the national framework covering both mainstream and special education and it is used as the basis for drawing up “school curricula”. Each school is responsible to develop this document that must also include a description of the provision for pupils with special needs.  It also emphasizes learning environment and school’s operational culture, the conception of learning, cross-curricular themes in teaching, individual support and guidance and pupil welfare.

The implementation of the new curriculum is to take place gradually and it is assumed that each school will implement its school curriculum by September 2007. The Ministry of Education, Youth and Sports is supporting schools in this implementation process by training the teachers and school head teachers and providing guidance and counselling. The coordinators of the implementation process at the school level are receiving training in training programmes and schools are provided with guidance and support. 

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

The students with severe and profound mental disability, autism and complex needs are offered to follow the Frame Educational Programme for Special Needs Education tailored to meet their needs and built up on the principles of the national programme for compulsory education and reflecting the students´ special needs.

The Act on Education codifies teaching of students 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 of specific subjects such as sign language, speech therapy, Braille print, mobility and orientation,  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 the support of development of individual abilities of children, pupils and students at schools, for instance through extended education in certain subjects, and also enables gifted pupils to skip a grade.

An 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 students 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 enlarged. Within this programme a special training programme has been developed for pedagogical assistants from Roma community. Through their supportive work in the classroom, these assistants are functioning as a school - family link.

In the area of integration of foreigners the Czech Ministry of Education, Youth and Sports has developed a programme to support integration policy for 2004-2006. Within its framework projects of multicultural education of children and youth, Czech language courses of the Czech language as a foreign language, and education of migrant foreigners are supported.

The legal provisions governing the pre-school education of children with special needs are laid down in the Act on Education, too. Among other issues the Act guarantees that the pre-school education is free of charge one year before the child continues in compulsory education.
The Frame Educational Programme is reflecting the needs of the target group. Game 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 education provided by the basic schools following 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 students 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 stages (levels):
First level [1-5 grades] corresponding to the primary level,
Second level [6-9 grades] corresponding to the lower secondary level.

The start of the compulsory education can be postponed according to the child’s needs till the school year in which a child reaches 8-th year of age. The compulsory education of students with special needs can be 10 years. Also children who repeated a grade because of school failure, illness etc., can visit basic school one year more. 

Pupils with profound special needs are allowed to continue their basic education till 26 years of age.

Students generally receive support as concerns 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 the school consultant, who is responsible (beside his/her teaching duties) for such counselling. This consultant is in contact with parents and social partners, too. He helps students with educational, vocational and labour market orientation. Special attention is given to the students with special needs. Students can also use the special counselling services outside the school. These services (more in part 4) enable the student to draw up his/her action plan by approximation of his/her notions and strengths.

Financing 

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

The financial resources are delivered by the Ministry of Education, Youth and Sports to the regions according to the real number of students – „financial units“.

Regions are obliged to re-distribute the resources including also additional budget resources to support education of pupils with special needs to individual schools. There are the same principles for financing both special needs and regular education.  

Capitation grants are stipulated for individual schools and their activities. The Ministry of Education, Youth and Sport specifies capitation grants as recommended for calculation of subsidies. Regions receive this recommended amount of components and specify themselves the concrete amounts of grants for schools.

Financial flows are determined by the responsibilities of relevant organizing bodies. These responsibilities were changed in 2001. Transfer of responsibilities from the state to regions was a gradual one.

Identification of Special Needs

The decision as to whether a child's development requires special consideration or support is dependent on a concrete assessment of an 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 stressed to provide the needed support and special pedagogical assistance as early as possible to prevent the pupil’s academic failure and other negative developmental consequences.

As a rule, it is the teacher who deals with student's special needs, in co-operation with resource centres (special schools) and counselling services. The responsibility of parents is to take the decision for their daughter and/or son to undergo the assessment of special needs. The experts from 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 about the form of special education support. 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 of special needs of a child is based on using psychological and special pedagogical tools. Big majority of the students with special needs difficulties in the education connected with learning abilities and behavioural disorders. Special pedagogical centres are a part of the resource centre and are dealing with expert assessment of special needs and support service delivery to certain group of pupils with regard to the kind of impairment they deal with.

Centres of Educational Care are responsible for assessing and dealing with the support delivery to children with behavioural problems, to their parents and teachers. They also deal with pupils endangered by negative social phenomena.

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

Process of assessment of special needs
Pupil’s assessment focused on his/her special educational needs is based on multidisciplinary and holistic approach. The procedure is carried out by the Educational Psychological Counselling Centres and/or at Special Education Centres 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, 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 special needs of the pupil consists of detail description of individual needs, the way the needs are to be met, the professional contact person as a consultant, the decision about 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). This statement becomes a part of the individual educational plan of an individual student 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 the placement decision. And the school headmaster is obliged to initiate the change of the placement or educational programme of the child whenever the situation of the student 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 those changes have opened the space to a wider differentiation and individualization of educational offer. The greatest changes deal with a group of children with special educational needs, who had narrow or even restraint access to education in the communistic regime. New educational philosophy, which responded to the tendency and trends of a society 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.

Main changes concerning the access conditions for pupils with special educational needs to education are as follows:
- Mainstream schools were opened for children with special educational needs;
- Education was made available for children with the most serious complex needs;
- Diverse forms of individualization of education were established in the order to  the benefit of children, who, due to their health conditions and impairment  cannot be regularly educated in classes;
- Counselling system has been developed for children with special educational needs to support their integration in mainstream schools and for children who are educated at home;
- Counselling system for students with behaviour difficulties (disorders) has been set up;
- The role of parents was stressed;
- Special schools have been developing into the resource centres.

Two-track system, where special education had a strong position, has been changed into multi-track system. Students with special educational needs are preferably educated in the mainstream classes, but there is another choice of placement available – special classes within the mainstream schools and or they can attend schools (“special schools”) founded to those children with special needs who can hardly profit from the mainstream education.

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

Special schools are defined as a part of the overall educational system by the School Act. The number of them is decreasing. These schools provide education to students with mental, sensory or physical disabilities, students with communication difficulties, students with complex needs, students with learning and/or behavioural difficulties and ill or health risk pupils. 
The aim of special education is to provide the education tailored according to the needs pf a pupil and supporting the pupils´ social inclusion. 

All pupils follow national school curricula, pupils with mental challenge follow the reduced school curricula (see chapter 1).

The special school network is an alternative for students whose special needs and other conditions prevent him/her to profit from mainstream education; or for those who, for different reasons, do not cope well with education in mainstream schools. Special schools are offering education for pre-school age group of children, for students at the age of compulsory school attendance and at upper secondary level, including vocational schools.

The process of education is modified according to the special needs of pupils. The aim is to provide quality education to all pupils at 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 at a class;
- Special equipments, tools and educational methods are used;
- Lower number of pupils per class;
- Adaptation of the organization 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 compulsory education till the age of 26. Other pupils with special needs can continue their compulsory education one school year more, i.e. 10 years instead of 9 years. For students at upper secondary education there are 2 school years more to fulfil the standard curricula. The individual needs of the pupil are the rational behind the decision about this particular topic.
- Close cooperation between the school and counselling institutions;
- Counselling and guidance available;
- Alternative educational forms for children with complex needs, whose health conditions prevent them from the regular school attendance (education at home available) ;

Number of Students with Special Educational Needs (Institute for Information in Education, 2005)
 

	2001/2002	2002/2003	2003/2004	2004/2005
Population 3 -18 years	1 887 116	1 842 347	1 801 514	1 780 253
Integrated children - total	68 523	67 875	64 636	60 095
individual integration	56 973	56 455	53 550	51 587
special units, classes	11 550	11 420	11 086	10 508
Number of pupils in special schools	67 471	66 729	65 572	64 193
percentage	3.6%	3.6%	3.6%	3.6%

Preschool education
The concept of pre-school education is based on positive influence on the child’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 children from the pre-school system into the compulsory education.

Children with complex needs at the age of compulsory education (6 – 8 years) may attend specific pre school institution offering 1 to 3 year programme of systematic preparation for compulsory education.

Preparatory classes for pupils from socially and culturally disadvantaged families give the option to be better prepared for compulsory education. The category of social or socio-cultural disadvantage is a new phenomenon. The legal definition is included in the Act on Education (561/2004).

Social disadvantages are considered: low socio-culturally-economical family status, risk of socio pathological phenomena, protective education ordered by a court decision, status of a refugee and/or asylum seeker. The first mentions began to appear roughly in 1997, mainly in connection with the Roma minority where such disadvantage is a major element of their life situation. The preparatory classes are mainly established at mainstream basic schools.

Compulsory education
Basic schools- mainstream education
Compulsory education is organized 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 student with special needs belongs to the responsibility of the head teacher with regards to the wish of parents and counselling centres recommendations.

 The pupil with special needs has the right to be educated at the mainstream school (preferably with regards to the pupil’s special needs), 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 at the mainstream provisions and facilities. The number of pupils in a class is much lower in comparison to regular mainstream class. It ranges from 4 to 14 pupils relating to the type of the school. The regular class consists at the average of 22,5 pupils, maximum of 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, sensory stimulation, special IT, music and musical instrument playing, etc., according to the type of the school and pupils special needs. The organisational strategy is the same at special classes within the regular schools.

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

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 challenge and complex needs there is the possibility to open the basic special school. This school offers the pupils to acquire social and communicational skills. The curricula are supported by the rehabilitation services.
The pupils reach the bases of education level of education.

Post-compulsory education, upper secondary education
Upper secondary education offers organizational forms of education for students with special needs:
1. individual integration
2. secondary school for pupils with special needs (“special secondary school”).
3. special class within the regular secondary school.

The system of special secondary schools consists of:
- Grammar school (Gymnasium),
- Secondary Technical School,
- Vocational School,
- Upper Secondary Technical School,
- Secondary Technical School.
The schools are specialized according to the field of study and the type of pupils’ special needs.
The schools provide education in different study fields. The conservatory for Visually Impaired Youth, for example, has a long tradition. The Upper Secondary Health Service School and the Secondary Pedagogical School, on the other hand, are relatively new ventures providing education to the pupils with hearing impairment.

Practical schools
Practical Schools offer upper secondary education to pupils with mental challenge in 2 programmes: 1-year programme and 2-year programme. The length of the programmes can be prolonged by 2 years according to the needs of students.

The programmes provide students with a wide range of practical daily life skills, bases of working knowledge and skills helping the students to enter the labour market.
Lifelong Education for Adults with special educational needs
For students 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 that schools and other educational bodies are offering broad range of courser and follow-up education reflecting the needs of students to improve their access to employment.

Limited number of special schools (12) remains even after the decentralization under the direct management of the Ministry of Education, Youth and Sport.

From the political point of view it was important to give a clear signal to parents of children with special needs that the Ministry of Education is guarantying this educational alternative for their children. These schools cooperate closely with the Ministry and research institutes in developing new methods, provisions and approaches in the field of special education.

All special schools are allowed to provide education to pupils without special needs, too, as a certain kind of “vice versa integration”. The number of those pupils is limited to 25% of the total number of pupils in a class.

Special schools often provide boarding services for children from remote areas. The state contributes to these services and parents pay only a smaller 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 range of additional educational provisions both at school and counselling level. The provisions of these pupils are usually described in the individual educational plan.

The specialist from the counselling centre co-operates closely with the class teachers. With regards to the pupil’s educational needs the organization and structure of 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 has come into force in January 1, 2005. The Act defines 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.

Among others, the Act guarantees 12 days for further studies of teachers per school year, it also describes accreditation rules and approved bodies for providing relevant educational programmes of in-service teacher training.

Teacher training is predominantly at university educational level; upper secondary education for preschool teachers is accepted. Most programmes are at master’s level (ISCED 5A) and are taught at universities. The basic legislative framework for teacher training is provided by the Higher Education Act, which has handed over the responsibilities for the content and organisation of studies entirely to the individual universities.

Co-responsibility for the quality of education lies with 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. Each of the nine faculties of education in the CR 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 study model for teachers at faculties of education is predominantly consisting both of the academic and the professional parts run simultaneously with elements of integration both the theoretical and practical parts of the training. In addition to traditional methods (lectures, seminars), the ''learning by doing'' approach is also used, as well as various theoretical methods, and experience 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 education, education in a specific field (education in the field of future teaching), pedagogical education (psychological, pedagogical, didactic) 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.

Emphasis in training is placed on a continual increase of the student's professional development - from developing their personality, professional competency including the social skills to didactic skills and establishing their own teaching style with self-reflection skills. Practical training runs through the whole programme either in blocks of one to two weeks of 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 the studies a student has usually six weeks teaching practice. Emphasis is placed on the student'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 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 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. Ministry is providing the 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.

Development of Integration/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. Only when this is not feasible, the second alternative is considered: the provision of special needs education in a special group, class or school.

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.

The systematic integration policy in the Czech Republic has started only after 1989. During this period the development of integration has changed towards broader social acceptance of integration of persons with disability, mainstreaming, and better educational and technological support for pupils with special needs in integrated settings. The main principle of education of pupils with special needs is to create equal opportunities for this target group and minimize the negative impact and consequences of the disability to the pupil’s access to appropriate level and quality of education. The main goal of integrative education is to create possibilities for building independent life, for social integration and social participation of a person with special needs.

Integration of pupils into regular schools is a practice at all levels of education. Additional provisions tailored with regard to the pupil’s needs support the success of school performance of each integrated pupil with special needs. 

The group integration (special class/unit) within regular schools is eligible, too.
Within the group integration pupils are often educated together with other pupils of the school in some subjects and are involved in all extracurricular school activities.

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 for additional support teacher into the mainstream class with SEN pupil, partly by architectural barriers of school buildings. Traditional thinking patterns of teachers (parents) and their resistance to changes has also influence.

Strategic documents on national level deal with these issues and the Ministry of Education, Youth and Sports grants schools for improving conditions for pupils with special needs and for supporting their inclusion.

Quality Indicators of 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.

Positive school environment: 
It means an environment offering all the pupils an opportunity to improve their personality and individual knowledge and practical skills.

Open school atmosphere:
Classroom atmosphere built on friendly relations, feeling of security with participation of all pupils, supporting inclusion of children with special needs.

Teaching as facilitating:
Learning process has to stimulate pupil’s active role, his/her self confidence, participation at the process and activities within the class and his/her motivation for whole-life education.

Document prepared by: Vera Vojtova, National Co-ordinator

For further information, contact please:
Vera Vojtova, National Co-ordinator. Vojtova@ped.muni.cz
Zuzana Kaprova, Representative Board Member, zuzana.kaprova@msmt.cz

Resources:
www.Eurydice-org.cz
www.UIV.cz
www.msmt.cz
www.vuppraha.cz

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