My child needs help at school

A child may need support due to school readiness issues (different living conditions and cultural backgrounds from which the child enters education), adverse health conditions, disabilities, exceptional giftedness, or learning disorders.

Specific learning disabilities (SLD) typically do not become apparent until a certain stage of a child's development, usually after entering the 1st grade of primary school. The child may begin to display problems with reading, writing, or math that seem inexplicable to those around them, even when the child has favorable learning conditions and sufficient cognitive abilities. However, modern research has shown that it is possible to identify "at-risk" children already in preschool and to provide targeted stimulation to address potential issues as early as possible.

Support measures for pupils with special educational needs (SEN)

According to Act No. 46/2019 Coll., which amends Act No. 561/2004 Coll. on preschool, primary, secondary, higher vocational, and other education, children, pupils, and students with special educational needs (SEN) are those who "need support measures to fulfill their educational potential or to exercise and enjoy their rights on an equal basis with others." Support measures are defined as necessary adjustments in education and educational services that reflect the health status, cultural background, or other living conditions of the child, pupil, or student. Children, pupils, and students with SEN have the right to receive these support measures free of charge from the school or educational institution.

The traditional classification into groups (children with disabilities, children with health disadvantages, and exceptionally gifted children) is no longer used. Instead, support measures are now divided into five levels according to the organizational, pedagogical, and financial demands required, regardless of the cause. The focus is primarily on the child's specific needs (School Act No. 561/2004 Coll., as amended).

What are support measures?

Support measures are a form of assistance provided to help the teacher educate pupils whose learning requires adjustments. They involve the use of special methods, approaches, educational tools, compensatory and rehabilitation aids, special textbooks, and didactic materials. They may also include the introduction of special education support courses, the provision of psychological and pedagogical services, the presence of two educational staff in the classroom, support from a teaching assistant, and the provision of individual support during lessons. Support measures are divided into five levels based on their scope and intensity.

Levels of support measures

Level I

Proposed and provided directly by the school.
For example, this may involve increased individualization in the teacher's approach to the pupil.
If it is necessary for multiple teachers to coordinate the child's educational adjustments, it is advisable to create a Pedagogical Support Plan (PSP).
The plan briefly describes the pupil's challenges, the changes in work procedures, and how these changes will be reflected in teaching methods, the organization of the pupil's education, and the pupil's assessment.
The description should be concise and serves as a record for teachers, showing how they are working with the pupil and with what level of success.
If the adjustments fail to produce the expected changes within three months and the pupil's difficulties persist or worsen, the school refers the legal guardian or the pupil (if of age) to an educational counseling facility (Pedagogical-Psychological Counseling Center (PPP) or Special Education Center (SPC)).

Levels II - V

Proposed and implemented under the guidance of an educational counseling facility.
After evaluating all relevant documentation (PSP, medical and clinical reports, and reports from other educational counseling facilities), the pupil undergoes an assessment to determine their special educational needs.
Based on this assessment, the educational counseling facility issues a document for the school called the "Recommendation for the education of a pupil with special educational needs", which contains the assessment conclusions and the recommended support measures.

Types of support measures

Support measures include:

Modification of teaching methods and forms (e.g., individualization, tailored materials, adapted assignments)
Support from the school's counseling center
Adjustments to the content of education and, where necessary, modifications to the expected learning outcomes for certain pupils
Changes to the organization of education (e.g., adjustments to lesson schedules, use of break times, classroom setup, class size, and group learning)
Creation of an individual education plan (IEP)
Personnel support for the teacher (e.g., a teaching assistant, additional educational staff, school psychologist, or school special education teacher)
Support for the pupil (e.g., a sign language interpreter, a scribe for deaf students, a mobility assistant, a personal assistant, or the presence of another support person)
Intensive methodological support from the educational counseling facility for up to six months, particularly in cases where the school is educating a pupil whose needs require close cooperation with experts from the counseling facility.

Educational counseling facilities

The structure and operation of educational counseling facilities are governed by Decree No. 72/2005 Coll. on the provision of counseling services in schools and educational counseling facilities, as well as its amendment No. 197/2016 Coll. Educational counseling facilities provide counseling services through pedagogical and social workers. These facilities cooperate with other specialists to meet the educational needs of pupils.

Types of educational counseling facilities

1. Pedagogical-Psychological Counseling Center (PPP)

Provides pedagogical-psychological and special education counseling services, as well as support for the education and upbringing of pupils.
Counseling services are provided both on-site at the center and through visits to schools and educational facilities.
The PPP conducts psychological and special education assessments for pupils with SEN and exceptionally gifted pupils. Based on these assessments, the center issues a report and recommendations that include proposals for support measures for the pupil.
The PPP also provides direct psychological and special education interventions for pupils and offers advisory, consultation, and methodological support to legal guardians.
Through its prevention specialists, the PPP ensures the prevention of risky behavior, implements preventive measures, and coordinates school-based prevention specialists.

2. Special Education Center (SPC)

Provides counseling services to support the education of pupils with mental, physical, visual, or hearing disabilities, speech impairments, multiple disabilities, or autism.
Each SPC focuses on a specific type (or multiple types) of disadvantage or disability.
For students attending schools established under Section 16, Paragraph 9 of the Education Act, counseling services are only provided within the scope of diagnostic care.
The SPC provides direct psychological and special education interventions for pupils, but only when such services cannot be provided by the school or educational facility where the pupil is enrolled.
SPC activities take place on-site at the center as well as through visits to schools, educational facilities, and, in some cases, the pupil's home or other care facilities.

The importance of integration and inclusion

With changes in society, efforts to integrate and include children and pupils with SEN into schools, educational facilities, and society have intensified. According to Bartoňová (2018), 3-4% of school-aged children and youth have learning disabilities. Furthermore, Bartoňová (2018) writes that approximately 4% of the child population requires special educational care. Emphasis is therefore placed on early diagnosis and the provision of re-education, support, and intervention to prevent potential negative impacts on students' future education and career paths.

Sources

BARTOŇOVÁ, Miroslava. 2018. Specific learning disabilities. Brno: Paido, 2018. ISBN: 978-80-7315-266-6.
BARTOŇOVÁ, Miroslava; VÍTKOVÁ, Marie. 2016. Strategies for the education of pupils with special educational needs in an inclusive environment of primary schools. Brno: Paido, 2016. ISBN: 978-80-7315-255-0.
INKLUZE. Inclusion in practice. [Online] National Pedagogical Institute of the Czech Republic.
MICHALÍK, Jan; MONČEK, Jindřich; BASLEROVÁ, Pavlína. 2020. Levels of support measures. Palacký University Olomouc, 2020.
Decree No. 27/2016 on education for pupils with special educational needs and gifted pupils.
Decree No. 72/2005 Coll. on the provision of counseling services in schools and educational counseling facilities.

Author of the article: PhDr. Marja Volemanová, PhD.

Disclaimer: The information provided in this article is specific to the Czech educational system and may not apply to other countries. Educational systems, policies, and practices vary widely around the world, so please consider this context when interpreting the content.