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Education of Students with Specific Developmental Deficiencies in Learning or Behaviour

Pupils with specific learning disorders (dyslexia, dysgraphia, dyscalculia etc) are usually educated within the regular educational system, e.g. they are integrated into mainstream classes during the process of school education. They can receive an individual education plan (IEP) which is tailored in co-operation with the Education-and-Psychological Counselling Centres or Special-Education Centres. These specialised educational counselling centres formulate the diagnosis and provide teachers and parents with methodological advice if needed. The teachers should undergo the in-service training so that they are competent in dealing with pupils with this kind of special needs.

The individual educational programme (IVP) is based on:

  • the diagnosis made by professional counsellors and special teaches
  • the educational assessment worked out by the class teacher

The IEP must consider the conclusions derived from interviews with the pupil and his/her parents. IEP is created for those classes and courses that are subject to the particular needs of special support and/or provisions to create better access to education. The IEP is made by the teacher of the course.

The IEP focuses on future goals (i.e. entering further education, termination of schooling, etc.), long-term goals (answering the question of what the pupil should learn during a school-year span), and short-term goals (what should the pupil be able to handle within a shorter period of time). IEP must consider the individual special needs of a pupil. It should also contain explicitly stated methods for examining the pupil’s knowledge. 

Pupils with specific developmental deficiencies in learning or behaviour are assessed according to their special needs, i.e. differently from other children in the class. Oral examination is preferred.

Screening Methods for Detecting Children with Special Learning Disabilities

In kindergartens, the teachers can note developmental difficulties or deficiencies in their everyday work with the children. These difficulties can represent predisposition for future learning disabilities.

Another possibility for screening is the Jirasek’s Referential Exam of School Maturity, which can reveal any partial deficiencies in a child promoting the development of specific learning disabilities. However, it is usually difficult to recognise an overall developmental immaturity from partial deficiencies, which could become an underlying part of learning disabilities.

Another screening method is i.e. The Test of Risks (Kucharska, Svancarova), or the Reading Prediction Battery by A. Inizano (Czech version modified by B. Lazarova). These tests serve as a timely depiction of children, who can suffer from future problems with writing and reading. In some cases, the postponing of compulsory school attendance can be suggested based on a poor performance in the test. The test includes several subtests focused on auditory and visual areas, articulation, high-motor skills and sense of rhyme. The test also contains various themes of compensations.

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