2_3 SUPPORT MEASURES

MŠ, ZŠ, SŠ

In the Czech educational system, all pupils with insufficient knowledge of the Czech language (i.e. not only foreign nationals) are considered pupils with special educational needs. (1) As a result, these pupils’ learning can be helped along by specific support measures. Czech law (2) establishes five levels of these support measures, according to the pupil’s needs and the intensity of the required support. The first level is implemented by the school, which creates an educational support plan. All the other higher levels (which also qualify for funding) must be recommended by a school counselling facility. For most pupils this will be a Pedagogical-Psychological Counselling Centre (PPP); for pupils with more severe disabilities this will be a Special Education Centre (SPC). Based on their recommendations, the school will create an Individual Education Plan (IVP).

INDIVIDUAL EDUCATION PLAN ( IVP)

A pupil‘s Individual education plan or educational support plan is created based on a professional recommendation. Before it is implemented, the parents must be thoroughly familiarised with its contents and sign a written consent to its wording. This plan is then implemented by the school, making full cooperation with the school crucial. The counsellors will come to the school regularly and, together with the teachers, evaluate the course of the measures taken and the child‘s progress. As a result, the plan is regularly updated based on the child’s needs.

A LIST OF SOME OF THE SUPPORT MEASURES FOR PUPILS WITH A DIFFERENT FIRST LANGUAGE

☑individual education plan; pedagogical support plan,
☑up to 3 hours of Czech as a foreign language a week extra (as part of educational intervention), reacher’s assistant,
☑adjusted curriculum and assessment, special textbooks and school materials,
☑adjusted conditions for high school entrance exam or (secondary school) matriculation exam,
☑…and others.

Support measures are the only source of financial support for children with a different first language (OMJ) and Czech citizenship, who aren’t entitled to legally provided language training. They are an important tool for the long-term support of children with a different first language who aren’t able to fully participate in education. Scientific studies show it takes five to seven years until a child with a different first language learns to actively use the academic language necessary for success at school.

(1) See Section 16 of Act No. 561/2004 Coll., the Education Act, as subsequently amended.
(2) Decree No. 27/2016 Coll. on the Education of Pupils with Special Educational Needs (SEN)