197/2016 Coll.
DECREE


Dated June 2, 2016,

Amending Decree no. 72/2005 Coll., On the provision of advisory
services at schools and school counseling facilities, as
amended, and certain other decrees

Change: 280/2016 Coll.

Ministry of Education, Youth and Sports determined under § 7 para. 3, § 19
point. f) § 20 para. 8, § 23 para. 3, § 26 par. 4, § 27 para. 6
§ 28 paragraph. 6, § 31 para. 1, § 35 para. 2, § 38 par. 8, § 56, 71, § 81 paragraph
. 11, § 83 paragraph. 5, § 84 par. 3, § 85 para. 3, § 91 para. 1, §
112, § 113a paragraph. 2, § 121 par. 1, § 123 paragraph. 5 and § 161 paragraph. 4
Act no. 561/2004 Coll., on preschool, primary, secondary, higher
professional and other education (education Act), as amended by Act no. 383/2005 Coll
. Act no. 179/2006 Coll., Act no. 242/2008 Coll., Act no.
49/2009 Coll., Act no. 472/2011 Coll., Act no. 333/2012 Coll., Act no.
370/2012 Coll. and Act no. 82/2015 Coll .:
PART ONE


Change Decree no. 72/2005 Coll.
Article I


Decree no. 72/2005 Coll., On providing guidance in schools and school guidance facilities
, as amended by Decree no. 116/2011 Coll. and
Decree no. 103/2014 Coll., is amended as follows:

First In § 1 paragraphs 2-5, including footnotes Nos. 1 and 4 are added:

"(2) School guidance facilities and schools provide free standard
consulting services to the extent specified in Annexes Nos. 1-4
to this decree, at the request of pupils, their legal guardians, schools or | || school facilities or the decision of a public authority.
condition of receiving psychological or special educational
consulting services is forwarding the information referred to in paragraph 3 and
written consent of the student or his guardian. consent is not necessary in || | cases stipulated by other legislation ^ 1).

(3) a school or school counseling facilities must advance
comprehensively inform the student and, in the case of the student who is the legal representative, also
his legal representative on

a) all essential aspects of the advisory service provided,
particular, the nature, scope, duration, objectives and procedures provided
consulting services,

b) the benefits that can be expected and of any foreseeable
consequences that may arise from the provision of advisory services, and
possible consequences if the service is not provided,

C) the rights and obligations associated with the provision of advisory services
, including the right to request at any time, providing advisory services again,
right to apply for a hearing pursuant to § 16a par. 5 of the Education Act, the right to seek
revision under § 16b of the education Act and the right to bring
Czech school inspection according to § 174 para. 5 of the education Act,

Means of a form, a model of which is set out in Annex no. 5 to
hereto.

(4) consulting services will be provided without undue delay,
no later than three months from the date of receipt of the request, unless
another legal regulation. Condition of providing consulting services is
that the applicant provide any assistance necessary to fulfill the purpose
consulting services. Crisis intervention counseling, which provides assistance
urgent threatening situations, is provided immediately after
receipt.

(5) As a result of consulting services School Advisory
aimed at identifying special educational needs or exceptionally gifted pupil
reports and recommendations, whose
essentials are covered by other legislation ^ 4).

1) For example, Act no. 359/1999 Coll., On child protection, in
amended.

4) Decree no. 27/2016 Coll., On the education of pupils with special educational needs and
gifted pupils.

Decree no. 177/2009 Coll., On conditions for completion of education in secondary schools
graduation exam, as amended
regulations. ".

Second in § 1, the following paragraph 6, which reads:

"(6) school counseling facilities also publishes a report every time when the
advisory service based on psychological or special education
diagnosis, or the decision of a public authority. . "

third in § 2 subparagraph b) a new point c), which reads:

" c) detecting pupil's special needs and extraordinary

Talent pupil, recommending appropriate incentive measures and evaluating
provide support measures for pupils with special educational needs and pupils
exceptionally talented. "

Existing letters c) to i) are renumbered d) to j).

fourth in § 2, letter d) reads:

"d) preventing and tackling and educational difficulties
prevention of various forms of risk behavior and other problems
related to education and motivation to overcome problematic situations. "

fifth in § 2. e) the words" with disabilities
health and social disadvantage "is replaced by" listed
in § 16 paragraph. 9 of the Education Act. "

sixth in § 2. f) the words" ethnic groups "are replaced by" living in the
different living conditions. "

seventh in § 2 letter j) reads:

"j) supporting pupils with special educational needs and
gifted pupils in schools and educational institutions, as well as mitigating the effects of handicaps and
preventing its deepening ".

8th In § 2, the following letters k) to n) are added:

"K) methodological support of educators who are involved in the education of pupils with special educational needs
and gifted pupils,

l) methodological support of educational counselors and school prevention, teaching assistants and
other teaching and non-teaching
workers who are involved in the provision of support measures
education pupils

m) strengthening the quality of counseling services in particular through synergies
school advisory facilities and school
counseling centers,

n) interaction with public authorities and the legal entity referred to in §
16b paragraph. 1 of the Education Act. ".

9th Under § 2, the following new § 2a and 2b, including the title added:

"§ 2a

rules providing consulting services

(1) When providing advisory services schools and school counseling facilities


a) comply with the purpose of counseling services,

b) comply with the ethical principles of counseling services

c) based on the individual needs of the student, his support
independence and contribute to its social inclusion

d) zletilému provide the student or legal guardians
report and recommendations, which are the result of psychological or special educational diagnostics
,

e) collaborate with other schools and educational institutions,

f) monitor and evaluate the provision of the proposed support measures
student

g) inform the student and legal guardian of
consulting services provided by the school or school counseling facility,

h) provide the pupil and legal guardians
comprehensive and comprehensible information about the course and outcome provision of consulting services.

(2) the provision of advisory services by school guidance facilities on the basis of consent
adult pupil or legal guardian provide
conclusions of the examination, which is the basis for recommendations on the education
pupil with special educational needs, further školskému
counseling facilities that care for the student involved.

§ 2b

Psychological and special pedagogical diagnostics

(1) School Advisory elects practices, tools and methods
corresponding to the purpose of the study, based on the current state of knowledge
relevant discipline and in accordance with these findings with them
work; in the case of major decisions in terms of educational needs
is necessary decision to set up using several techniques.

(2) The procedures, tools and methods of psychological or special educational
diagnosis must be standardized. If this is not possible, the device selects advisory
those practices, tools and methods that have demonstrable benefit
for diagnostic and interventional care in a pupil's education and
used to determine the educational needs of the pupil and adapting practices to work with him and
it at school and home environment.

(3) If the provision of consulting services required for a medical assessment
state of health of the student or other expert assessments, then the
conclusions of this assessment is always taken into account. ".

10th V § 3 is inserted after paragraph 1 a new paragraph 2, which reads:

"(2) School guidance facilities provide counseling services

Through teaching staff and social workers
whose activities is stipulated in Annex no. 4 hereto.
Director of school counseling facility ensures continuous methodical guidance
these workers. ".

Former paragraph 2 becomes paragraph 3

11th in § 3 at the end of the paragraph text 3, the words "
legal entity established by the Ministry of Education, Youth and Sports."

12th in § 3, the following paragraph 4 is added:

"(4) to meet the educational needs pupil school counseling facilities
in providing consulting services collaborate with other professionals. ".

13th § 4 including the title reads:

" § 4
Additional documentation


(1) school counseling facilities maintain documentation

A) on requests for the provision of consultancy services, to refuse or interrupt
providing advisory services,

B) of the examination, the results and the care provided to individual and group
, including reports and recommendations to the education of children with special educational needs and
exceptionally gifted pupil,

C) recommendations on the provision of support measures, the type, composition and
stages, and any changes to these recommendations

D) recommendations on the education of pupils at the school, class, department or
study group established under § 16 para. 9 of the Education Act,

E) to provide information pursuant to § 1 para. 3,

F) synergies with universities and educational institutions,

G) communication and cooperation with public authorities,

H) to revise the report and recommendations pursuant to § 16b of the Education Act.

(2) The school keeps on consultancy services provided
school psychologist or special education teacher documentation referred to in paragraph 1
point. a), b) and e) to g) and consultancy services provided
school prevention methodologist or school counselor documentation referred to in paragraph 1
point. b), f) and g).

(3) The school also leads documentation provided to support measures
First Instance. ".

14th in § 5 para. 1 the words" pedagogical-psychological "
inserted the word" and special educational needs. "

15th in § 5, paragraph 3 reads:

" (3) Counseling

A) identify pedagogical-psychological readiness of students to
compulsory schooling and issues of the report and the recommendations

B) identifies the special educational needs of pupils in school and on the basis
results of psychological and special education diagnostics
prepares a recommendation for support measures for student

C) issue a report and recommendation by another law; 4)
for the purpose of establishing support measures based on the assessment of special educational needs
pupil or the pupil's extraordinary talent,

D) issue a report and recommendation by another law; 4) the
inclusion of pupils in schools, classes, departments or study groups established
according to § 16 para. 9 of the Education Act or the inclusion or transfer to || | educational program corresponding to the educational needs of the pupil

E) carries out psychological and special pedagogical examinations for pupils with
special educational needs and exceptionally gifted pupils

F) provides direct pupils special educational and psychological
intervention

G) provides consulting services for pupils with increased risk for school
failure or difficulties in personal and social development;
Their legal guardians and teachers educators
these students provides consulting services aimed at clarifying the personal perspectives
pupils

H) provides consulting services to pupils from different cultural backgrounds and
with different living conditions,

I) to provide methodological support for school and school facility during
providing consulting services and support measures

J) provides pupils with career counseling,

K) provides information, consultancy and methodological support
legal guardians of the pupil

L) through prevention methodology ensures prevention
risk behavior, implementing preventive measures and coordination of school methodologists of prevention
.. "

Footnote. 3 is deleted, including references to footnote .

16th in § 6, paragraph 1 reads:

"(1) the Centre provides consulting services especially in education and
education of pupils with mental, physical, visual or hearing

Disabilities, speech defects, multiple disabilities or autism
. One Center provides consulting services in a range
corresponding to one or more types of discrimination under the first sentence
in accordance with Part II of Annex no. 2 hereto.. "

17th in § 6, paragraph 2 reads:

"(2) Pupils of schools established by § 16 para. 9 of the education Act and
school facilities management services center only provided
within diagnostic care. The center provides pupils with the first sentence of direct
special educational and psychological intervention, if it can not provide these services
school or educational institution where the student is assigned. ".

18th in § 6. 3, the word 'disability' is replaced
"referred to in paragraph 1".

19th § 6 para. 4, letter a) reads:

"a) determines readiness of students referred to in paragraph 1
compulsory school attendance. "

20th § 6 para. 4, after letter a) a new point b), which reads:

" b) identifies the special educational needs of pupils referred to in paragraph 1
look on while the medical health assessment or assessment
another expert, prepares professional basis for setting
support measures for these pupils and their placement or transfer to
schools and educational institutions and other educational measures, drawing up reports
of investigations and recommendations on the education of pupils. "

existing letters b) to e) shall become letters c) to f) .

21st § 6 para. 4, letter c), including footnote no. 2 reads:

"C) provides special educational care and special education
education for pupils referred to in paragraph 1 who are educated in
school, class, group or a department that is not established by
§ 16 paragraph . 9 of the education Act, or which is determined by another method
compulsory school attendance ^ 2)

2) § 41 and 42 of the education Act. ".

22nd § 6 para. 4, after letter c) new letters d) to f)
added:

"D) issue a report and recommendation by another law; 4)
for the purpose of establishing support measures based on the assessment of special educational needs
student

e) publishes a report and recommendations by other legal regulation 4)
inclusion of pupils in schools, classes, departments or study groups established
according to § 16 para. 9 of the education Act or the inclusion or transfer to
educational program corresponding to the educational needs of the pupil

f) provides career guidance to pupils referred to in paragraph 1 ".

Existing letters d) to f) shall be designated as letters g) to i).

23rd § 6 para. 4 point. g) the words "with disabilities and children with disabilities
" is replaced by "referred to in paragraph 1".

24th § 6 para. 4 point. h) the words "with disabilities
possibly also with disabilities" are replaced by "referred to in paragraph 1
".

25th In § 6, at the end of paragraph 4 is replaced by a comma and a letter
j) is added:

"J) provides information, consultancy and methodological support
legal guardians of pupils.".

26th In § 7 para. 1, "usually school counselor and school methodologist
" is replaced by "school guidance department, which usually has
educational consultant and school methods".

27th In § 7, paragraph 2 reads:

"(2) The school provided consulting services to the extent
corresponding number and educational needs school focusing mainly on


a) provide support measures for pupils with special educational
needs

b) monitoring and evaluating the effectiveness of selected support measures

c) prevention of school failure,

d) linking educational career advice, information and consultancy support
the appropriate choice of education and subsequent career
application,

e) promoting education and social inclusion
pupils from different cultural backgrounds and different living conditions,

f) promote education for pupils gifted and talented,

g) an interim and long-term care for pupils with behavioral or learning difficulties
and create a favorable social climate for receiving
cultural and other differences in schools and school facilities,


H) timely intervention at current problems at individual students and classroom
collectives

I) preventing all forms of risky behavior including various forms
bullying and discrimination

J) the ongoing evaluation of the effectiveness of prevention programs implemented
school

K) methodological support of teachers in the use of psychological and special
pedagogical practices in educational activities for school

L) cooperation and communication between the school and the legal representatives,

M), university cooperation in the provision of advisory services
educational counseling facilities. ".

28th in § 7 the following paragraphs 3-5 are added:

'( 3) the school develops and carries out a program of advisory services in
school, which includes a description and definition of the scope of educational activities
workers referred to in paragraph 1, preventive school program, including
strategy for preventing school failure, bullying and other manifestations || | risky behavior.

(4) Youth workers referred to in paragraph 1
involved in the provision of support measures for pupils with special educational needs
provide synergies school counseling facility and
cooperate with public authorities in order to protect the rights of students .

(5) The School collaborates with the school guidance facility also in
other services provided for pupils by standard operations
listed in Annexes Nos. 1 and 2 hereto and services provided
school. ".

29th Annex no. 1 reads:

"Annex no. 1 of Decree no. 72/2005 Coll.

Standard Business Advice

I. Comprehensive or targeted psychological and special pedagogical diagnostics
:

First Identification of prerequisites for school attendance, group and individual
psychological and special pedagogical diagnostics of school maturity.

Second Individual psychological and special pedagogical diagnosis of children of preschool age
reasons of uneven development.

Third Individual psychological and special pedagogical diagnosis of children
preschool, primary school pupils and secondary school pupils with
problems in adaptation and behavioral problems, including specific disorders
behavior.

Fourth Individual psychological and special pedagogical diagnosis of pupils
primary school, secondary school pupils and students of higher vocational schools
with educational issues, including specific learning disabilities, and students
A failing.

Fifth Individual psychological and special pedagogical diagnostics as a basis for
:

A) proposals for support measures, including their division into degrees and
possible combinations

B) the appointment and reassignment of students with severe developmental disorders
learning or behavior in schools, classes, departments and groups
established pursuant to § 16 para. 9 of the Education Act,

C) psychological and special pedagogical diagnosis of pupils in primary
school, secondary school pupils and students of higher vocational schools
personality or social relationship problems,

D) psychological and special pedagogical diagnostics
talent and extraordinary giftedness,

E) recommendations on the education of students with learning disabilities or behavioral
and other special needs.

6th Group and individual psychological and special pedagogical
diagnosis as a basis for assistance to primary school pupils and secondary school pupils
in cases of complications, when selecting another school or
profession.

7th Diagnosis social climate and risk behavior in the classroom
collectives as a basis for prevention programs
risk behavior.

8th Diagnosis social climate in class groups as a basis for creating
rehabilitation programs.

9th Individual psychological and special pedagogical diagnosis
exceptionally gifted pupils.

II. Psychological and special pedagogical intervention:

First Counseling intervention for preschool children, students of primary
school, secondary school pupils and students of higher vocational schools,
legal representatives and staff in a life crisis or distress and
individual assistance to these individuals when processing the crisis for cases | || problems that negatively affect the education of the child or pupil.

Second Early care and counseling work with preschool children with

Uneven development, especially with difficulties in adaptation and their
long term management.

Third Basic individual and group re-education pupils need
supportive measures in education, especially for students with specific
learning disabilities and behavioral problems which require technically extremely demanding
special educational care.

Fourth Individual and group work with primary school pupils, students
secondary schools and students of higher vocational schools with difficulties in adaptation
with personality, social and relationship problems with risky behavior and
problems that negatively affect their education .

Fifth Individual and group career counseling for elementary and secondary schools
students and colleges.

6th Consulting or advisory-therapeutic management of families with a child or pupil
in case of problems that negatively affect a child's education or pupil
.

7th Advisory consulting and mentoring
legal guardians of children of preschool age and pupils in primary and secondary schools, which is provided
individual or group diagnostic and interventional care
counseling.

8th Counseling consultations and recommendations to teachers
learners, children and students who are given individual or group
diagnostic and interventional care clinics (ie.
Intervention in schools for pupils).

III. Information and methodological activities and preparation of documents for educational measures and documentation
:

First Methodical guidance of teachers and parents at:

A) implementation of supportive measures in education pupil

B) education of gifted and extraordinarily talented,

C) development of communication, followed by the development of academic skills and
in connection with the fulfillment of educational programs

D) individual programs for the development of perceptual and motor areas
with regard to the individual needs of the student,

E) parental support groups.

Second Methodological assistance in the development of preventive programs
risk behavior and participation in school prevention programs. Coordination and methodological guidance
work of educational advisers, school prevention
in primary and secondary schools and other educational staff schools.

Third Surface preparation:

A) for pupils with special educational needs
especially for students with learning disabilities and behavior in elementary and secondary schools
,

B) for the inclusion of pupils referred to in § 16 para. 9 of the Education Act and
especially pupils with severe learning disabilities and behavior in schools, classes
departments and groups with modified educational programs for those
students.

Fourth When preparing reports and recommendations in cases where the pupil is in the care
specialist or clinical psychologist, school counseling facilities
taken into account when determining support measures in education
pupil to clinical diagnosis and treatment measures specialist or || | clinical psychologist who provides this care pupil if those documents
legal representative or student counseling facilities školskému
forward.

Fifth Processing reports and recommendations in accordance with the Law on Protection of Personal Data
.

6th If the school counseling unit detects a suspected clinical diagnosis
pupil will recommend a medical examination
provider of health services in the relevant field.

7th Providing expert advice to teachers:

A) the care of preschool children, primary school pupils, students
secondary schools and students of higher vocational schools whose school
education requires special attention

B) providing expertise to teachers
elementary and secondary schools in relation to the education of pupils with special educational needs
, creating recommendations to education and fulfillment
individual education plans for these pupils.

8th Documentation, record-keeping and administration relating to
standard activities in accordance with the law on personal data protection.

9th Evaluation of prevention programs implemented in schools
scope for regional processing needs analyzes, statistics and regional plans
Prevention.

10th Cooperation with educational care centers to provide standard

Services for pupils with specific behavioral problems and risky behavior
cooperation with their legal representatives and educational
workers who are educated.

11th Coordination of activities and counseling centers in creating a recommendation for
education of children with special educational needs, while providing concurrent care
.. "

30th Annex no. 2 reads:

" Annex no. 2 to Decree no. 72/2005 Coll.

Standard Business Centers

I. Standard activities common

II Comprehensive or targeted special pedagogical and psychological diagnostics


First Individual diagnosis of special educational and psychological
diagnosis as a basis for:

A) recommendation supporting measures for the education of pupils referred to in paragraph
§ 6. 1

B) determining the special pedagogical intervention procedures for students
listed in § 6 para. 1 including ways of ensuring

C) drafting proposals for the appointment and reassignment of students according to letters
listed in § 6 para. 1 including ways of ensuring schools, classes or study groups
established pursuant to § 16 para. 9 of the Education Act, | ||
D) processing proposals education pupil educational program
corresponding to their educational needs.

Second Diagnosis and treatment recommendations necessity to adapt
conditions for holding the graduation exam students listed in § 6. 1st

Third Detection of necessity and processing of proposals
adjust the conditions of the final examinations and entrance examinations of students mentioned in paragraph 6 §
.
First
Fourth Assessing effectiveness and necessity of supporting measures implemented
a special pedagogical and psychological intervention procedures
for the purpose of educating pupils whom the center provides counseling services.

Fifth Providing career counseling for students specified in § 6
paragraph. 1st

I.II. Special pedagogical and psychological intervention and counseling support


First Implementation of special educational or psychological intervention for pupils
listed in § 6 para. 1 educated in classrooms, departments, study
groups that are established according to § 16 par. 9 of the Education Act and
in school facilities in line with individual education plan
pupil.

Second Implementation of special educational or psychological intervention for pupils
which special education center recommended such measures and supporting
who attend class established under § 16 para. 9
Education Act and for pupils with different disabilities, in accordance
with individual education plan for the student.

Third Providing advisory information adult pupils or legal representatives
pupils about other related services, especially social or medical
.

Fourth Providing advisory information about compensation and other
including teaching aids and their availability, providing
instructions for their use during the pupil's education.

Fifth Providing early intervention for pupils referred to in § 6 para. 1
pedagogical and psychological resources, and networking and collaboration with
other professionals who are involved or may be involved in supporting
psychomotor and social development of children and
focus on the whole family.

6th Providing crisis intervention for pupils referred to in § 6 para. 1
and their legal representatives in networking and in cooperation with experts in other professions
involved or may be involved to solve the situation
focusing on the whole family .

I.II. Information and methodological activities, support and registration

First Providing advisory support and guidance on learning opportunities
pupils with special educational needs, on educational and
other providers of advisory services, content and availability
for guardians and teachers of students who
special education center provides services.

Second Providing counseling support and information about social services,
their content providers, network, and access to legal representatives
teaching staff and students, special education center which provides services
.

Third Methodical support and expert advice
teaching staff of schools educators pupils referred to in § 6 para. 1
in the implementation of support measures.


Fourth Methodological assist schools in creating an inclusive environment class
in which a pupil with a hearing impairment, physical disabilities
visual impairment, mental retardation, autism, concomitant
multiple disabilities and speech impediments.

Fifth Documentation, record keeping and administration activities of the center
associated with standard activities, preparation of documents for administrative
management in the education of pupils who
Center provides consulting services.

6th Cooperation with the school, clinic, other centers or educational care centers
while providing simultaneous counseling services to pupils.

7th Lending technical literature or rehabilitation and compensatory aids
according to the needs of pupils and students learning how to use a legal representative
pupils.

8th Production and supply of special equipment to suit individual needs
pupils and students training in their use and legal guardians of students.

9th Providing information on the use of compensation,
rehabilitation and teaching aids.

10th Methodological support of teaching assistants, whose activities in the classroom
center recommended.

11th Coordination of activities and counseling centers in creating recommendations for
education of children with special educational needs in case
providing concurrent care.

II. Business Standard special

II.I. The center provides services for pupils with speech, their legal representatives
, schools and educational facilities for the educators, the pupils

First Indicative speech therapy examination and testing of communication disorders.

Second Individual special pedagogical and psychological diagnosis for
pupils with impaired communication abilities for the purpose of determining
support measures and, if necessary, drafting proposals
education pupil in class for pupils with speech defects and the need to use spare || | communication systems.

Third Individual speech diagnostics, speech therapy applications
diagnostic procedures.

Fourth Defining support measures for the education of pupils with
impaired communication abilities and learning disabilities
basis of speech disorders.

Fifth Setting speech therapy intervention procedures and programs for the purpose
development of communication skills and communicative competence of pupils in the area
spoken and written language and their evaluation.

6th Implementation of speech therapy intervention procedures, particularly stimulative,
educational and reeducation.

7th Supports sensorimotor, cognitive and social development to create
primary school skills and preventing
specific learning disabilities.

8th Implementing surveillance special pedagogical and speech therapy
examination.

9th Methodological guidance for teachers and education staff in ensuring
conditions in the education of pupils with impaired communication abilities, including
methodological support for the use of augmentative and alternative communication,
voice training and vocal hygiene.

10th Methodical guidance of teaching staff in ensuring school programs
primary logopedic prevention.

11th Identifying and defining the terms of the adaptation needs
graduation exams, final exams and entrance exams for students with impaired communication abilities
.

12th Providing speech therapy for pupils with impaired communication abilities
educated in inclusive settings, which established the Centre
supportive measures, including students who do not require modification
educational program.

13th Methodical support the legal guardians of students with speech impediments to implementation
provided speech therapy exercises pupil, processing and maintaining records
individual speech therapy.

14th Processing and maintaining records of individual speech therapy.

15th Creation of educational and methodological materials for developing communication
creating worksheets.

II.II. The center provides services for pupils with visual disabilities
their legal guardians, schools and school facilities for the educators, the pupils

First Individual special pedagogical and psychological diagnosis for
visually impaired pupils for the purposes of establishing support measures and
if necessary drafting proposals for the pupil's education in the classroom

For pupils with visual impairments.

Second Training of specific activities to pupils with visual impairment.

Third Development of visual function, visual stimulation.

Fourth Sensory education student.

Fifth Propedeutika reading and writing point font.

6th Propedeutika reading and writing enlarged black print, graphomotori
exercises.

7th Tyflografika, training signature.

8th Visual hygiene.

9th Development of mathematical concepts.

10th Development of aesthetic perception.

11th Practice orientation and independent movement.

12th Practicing self-care.

13th Providing information about the didactic, audio and audiovisual
aids for pupils with visual impairment
legal guardians and teachers.

14th Realization of social rehabilitation programs.

15th Providing expertise and methodological support for
legal guardians and teachers of schools and educational institutions, legal guardians and educators
learners, students with visual impairments.

16th Working with special textbooks, teaching aids and special
assistive devices.

II.III. The center provides services for pupils with hearing disabilities
their legal guardians, schools and school facilities educators
these pupils

First Individual special pedagogical and psychological diagnosis for
pupils with hearing impairment for the purposes of establishing support measures and
if necessary processing of proposals for education pupil in the class
established for pupils with hearing impairments.

Second Building and development audioorální communication, its components receptive
especially listening and lip-reading, and folders productive.

Third Development of Czech sign language and other communication systems
deaf and blind persons.

Fourth Providing information on education and communication of persons with hearing disabilities
lives and their legal representatives, or
older pupils.

Fifth Family support in the overall harmonious development of children, pupils and students.

6th Organizing courses communication systems for deaf and deaf-blind people to
guardians, teachers and non-teaching staff of schools and school facilities
.

7th Cooperation with the specialized medical facilities to prepare
special education pupil for examination or surgery to
use of assistive devices and participation in subsequent rehabilitation.

8th Exercises to strengthen unaffected sensory functions.

9th Individual and group therapy for legal representatives led
psychologist.

10th Advisory-therapeutic management of families, crisis therapy, therapy for deaf
legal representative.

11th Hearing Education, the principles of manual communication, motor development
child, building oral language, alternative methods of reading,
analytic-synthetic method reading, keeping diaries conceptual solutions
educational problems, practicing reading comprehension, etc. || |
12th Practice activities for audiometer testing and preparation for
audiometric examination.

II.IV. The center provides services for pupils with physical disabilities
their legal guardians, schools and school facilities for the educators, the pupils

First Individual special pedagogical and psychological diagnosis for
students with disabilities for the purposes of establishing support measures and
if necessary drafting proposals for education pupil in the class
established for pupils with disabilities.

Second Assessment of the conditions for the development of educational skills in terms of pupil
his psychomotor development.

Third Building and the development of communication, locomotion, manipulation and
other skills of students with disabilities.

Fourth School age - methodology of reading and writing, ie. Especially
graphomotory the content and technical aspects of specific methodologies
practicing reading and writing or alternative methods of reading.

Fifth Special training in computer skills as a means of communication and information retrieval


6th Providing speech therapy pupils with disabilities.

II.V. The center provides services for pupils with learning disabilities, their
legal guardians, schools and school facilities for the educators, the pupils

First Individual special pedagogical and psychological diagnosis for

Pupils with mental disabilities for the purposes of establishing support measures and
if necessary drafting proposals for education pupil in the class
for pupils with mental disabilities.

Second Support for all-round development of children, pupils and students with the need
support measures due to mental disability, including support
developing gross and fine motor skills, graphomotorics, self-care, social
relationships, aesthetic perception, vocabulary.

Third Methodology training for children early age, sensory education.

Fourth Systematic development of vocabulary and partial learning strategies.

Fifth Support short-term memory, develop their attention.

6th Preparing for inclusion in the educational process.

7th Other forms and methods of teaching for pupils with mental disabilities
based on new scientific knowledge.

8th Practicing alternative forms of reading.

9th Using new technology, especially electronic textbooks.

10th Providing speech therapy focusing on alternative and augmentative communication
.

11th Use different kinds of support therapeutic procedures, especially
art therapy and music therapy.

12th Providing methodological support for teachers using appropriate
teaching and specialized educational approaches.

13th Individual programs for the development of perceptual and motor areas
with regard to the individual needs including the concept of basal stimulation, occupational therapy
elements and stimulus programs.

II.VI. The center provides services for children with autism, their legal representatives
, schools and educational facilities for the educators, the pupils

First Preparing for inclusion in the educational process and education
children with autism.

Second Individual special pedagogical and psychological diagnosis for children with autism
for the purposes of establishing support measures and, if necessary
drafting proposals for education pupil in class for pupils with autism
.

Third Cooperation with the family - the development of functional communication, social
skills, work habits, self-care, leisure activities,
elimination of problematic behavior, work with families, creating support
parenting groups.

Fourth Practicing functional communication, social behavior and coping with challenging behaviors
.

Fifth Individual programs for the development of perceptual and motor areas
with regard to individual needs, including in particular the concept of basal
stimulation, occupational therapy, and elements of the stimulus programs.

6th Support and guidance in the development of self-care, job skills and social competencies
.

7th Applying the methodology of structured learning
use of behavioral patterns and other practices; Cooperation with the family, consult with the other participants
care.

8th Providing methodological support to teachers in
choice and application of methodologies developed for working with students with autism
.

9th Methodological guidance for legal guardians for providing home care
meet the needs of the student, including in particular support for the development
functional communication, social skills, work habits,
self-care, leisure activities, management of challenging behavior.

10th Providing methodological support to teachers in
choice and application of methodologies developed for working with students with autism
.

11th Cooperation with educational institutions and other participants care
seminars, consultations.

12th Cooperation with organizations providing leisure activities.

13th Supportive parent group.

II.VII. The center provides services for pupils deafblind, their legal representatives
, schools and educational facilities for the educators, the pupils used
standard activity by special handicaps referred to in § 6.
First

II.VIII. The center provides services for pupils with multiple disabilities, their
legal guardians, schools and school facilities for the educators, the pupils used standard
special operations by type of handicap
referred to in § 6 para. 1; while based on the standard activities common to all central
.. "

31st Annex no. 3 reads:

" Attachment no. 3 to Decree no. 72/2005 Coll.

Standard Business School

I. Standard activities of educational advisor


II Consulting Business:

First Career guidance and counseling when deciding on further
educational and career paths of students, ie. In particular:

A) coordination between the main areas of career counseling -
career education and diagnostic and advisory activities aimed
to the choice of education student

B) basic investigation group to choose an occupation administration, processing and interpretation
interest questionnaires within their professional competence and analysis
preferences in choice of profession students

C) individual inquiries career choice and individual counseling
in this area in cooperation with the class teacher,

D) consulting legal representatives with regard to the expectations and assumptions
students in cooperation with the class teacher,

E) cooperation with school guidance facilities and educational centers
care in the provision of advisory services beyond the competence
school

F) ensuring that visitors groups of school pupils Information
counseling centers, regional branches of the Labour Office of the Czech Republic
and providing information to pupils and legal representatives about the possibility
individual use of information services of these centers

G) providing career guidance to pupils foreigners
regard to their special educational needs.

Second Search and tentative inquiries pupils whose development and education
require special attention and preparation of proposals for further care of these
pupils, including cooperation in the preparation, checking and recording schedule
educational support for students with the need for support measures
first step.

Third Mediation of initial and recurrent
diagnosis of special educational needs and exceptionally gifted and intervention activities for
pupils with special educational needs or exceptionally gifted pupils
in school counseling centers.

Fourth Cooperation with school guidance facilities in ensuring
support measures for pupils with special educational needs and
interventional activities for pupils with special educational needs.

Fifth Preparing conditions for education of pupils with special educational needs
school, coordination of counseling services provided
pupils to school and school guidance establishments, and coordination
educational measures for the pupils.

6th Providing career guidance services for pupils with special educational needs and
especially for students specified in § 16 para. 9
Education Act.

I.II. Methodical and information activities

First Methodological assistance to teachers Schools:

A) in matters of career decision pupils

B) the preparation and evaluation plan for pedagogical support,

C) with the implementation of support measures for pupils with special educational needs
,

D) the creation and evaluation of individual education plans,

E) work with talented and extraordinarily talented pupils.

Second Brokering new pedagogical methods of diagnosis and intervention
school's teaching staff.

Third Methodological assistance to teachers in school matters
career decisions of students, integration, individual education plans
, work with gifted pupils, etc.

Fourth Transmission of expert information on career counseling and
care for pupils with special educational needs teaching staff
school.

Fifth Providing information about school activities, school and other
counseling facilities in the region, their focus, competence and
possibilities of using their services for pupils and their guardians.

6th Collection of professional news and information about pupils in care consulting
other counseling facilities and security in accordance with the law
privacy.

7th Keeping written records enabling demonstrate the scope and content of activity
educational advisor, designed and implemented measures.

II. Standard Business school prevention

II.I. Methodical and coordination activities

First Coordinate the development, monitoring, evaluation and participation in the implementation of minimum prevention program
school.

Second Coordination and participation in school activities aimed at

Prevention of truancy, addiction, violence, vandalism, sexual abuse
abuse sects, racism and xenophobia, and precriminal
criminal behavior, destruction and other manifestations
risk behavior.

Third Methodical management activities of teaching staff in schools
risk behavior prevention. Search and setting appropriate support
towards eliminating risky behavior.

Fourth Coordination training of teaching staff in schools
risk behavior prevention.

Fifth Individual and group work with pupils and students with difficulties in
adaptation, the social relationship problems with risky behavior and
problems that negatively affect their education.

6th Coordinating the development and implementation of activities aimed at integrating
multicultural elements of the educational process and to integrate
pupils / foreigners; priority in this process is to prevent racism, xenophobia
and other phenomena related to accepting differences.

7th Coordination school's cooperation with state and local governments,
which are within the competence of the issues of prevention of risky behavior, with
methodologist prevention activities in counseling and guidance,
therapeutic, preventive, crisis, and other professional workplace
, establishments and institutions working in the field of prevention
risk behavior.

8th Contacting adequate vocational work and participation
intervention and aftercare in case of acute outbreaks
risk behavior.

9th Collection of professional news and information about pupils in care consulting
specialized counseling services for the prevention
risk behavior in accordance with the law on personal data protection.

10th Keeping written records enabling demonstrate the scope and content
prevention activities of the school, designed and implemented measures.

II.II. Information service activities

First And communicating technical information on the issue
risk behavior Bids programs and projects on the methods and forms
specific primary prevention school's teaching staff.

Second Presentation of results of preventive work of school, getting new
professional information and experience.

Third Leadership and constantly updated database of collaborators for school
prevention of risky behavior, especially government bodies and
local governments, educational care centers, social service providers, medical equipment
Police of the Czech Republic, authorities socio
legal protection of children, non-governmental organizations working in the field
prevention, crisis intervention centers and other facilities, institutions and individual experts
.

Fourth Transmission of information and reports on implemented preventive programs
legal guardians, school's teaching staff and school advisory
devices.

Fifth The documentation management, accounting and administration related activities
standard in accordance with the law on personal data protection and transmission of information on
implemented prevention programs for school
processing needs analyzes, statistics and regional prevention plans.

II.III. Consultancy

First Search and indicative survey of students at risk or symptoms
risk behavior; providing consultancy
pupils and their legal representatives, or providing adequate care
special department in collaboration with classroom teachers.

Second Collaboration with classroom teachers in the capture warning signals
associated with the development of risk behavior among individual pupils and
classes and participation in the monitoring of the level of risk factors that are important for the development
risk behavior in school.

Third Creating conditions for the integration of pupils with specific disorders
behavior at school and coordination of counseling and prevention services for these pupils
school and specialized educational establishments.

III. Standard Business school psychologist

First Participates in the creation
program providing educational and psychological counseling services at school, including
primary prevention program.

Second He communicates with the school management, teachers, students and guardians.

III.I. Diagnostics and testing

First Cooperation in enrollment in the first grade of primary school.


Second The detection of specific learning disorders in primary and secondary schools.

Third Diagnosis in education and educational problems of pupils.

Fourth Screening and diagnosis of gifted children.

Fifth Detection of the social climate in the classroom.

6th Screening, surveys, questionnaires in school.

III.II. Consulting, advisory and intervention work

First Care for pupils with special educational needs, which are provided to support measures
First Instance, particularly
assistance in preparing the plan for educational support and guidance.

Second Care of pupils, which are provided to support measures
second to fifth grade, in particular assistance in compiling
individual education plan and leadership.

Third Individual case work with students' personal problems, especially
consultation and guidance.

Fourth Crisis intervention and treatment of crisis for students, teaching staff and
legal representative.

Fifth Prevention of school failure pupils, especially axle and leadership.

6th Career counseling for pupils.

7th Hygiene techniques and learning for pupils.

8th Group and community work with children.

9th Coordination of preventive work in the classroom, programs, classes, etc.

10th Promoting cooperation classes and class teacher.

11th Individual consultations for teachers in
education.

12th Consultation with legal representatives in educational and training
children's issues.

13th Support tolerant and multicultural environment at school and
school.

14th Support for long-term failed pupils in education.

III.III. Methodology work and educational activities

First Participation in the preparation of the program, enrollment in the first grade of primary education
.

Second Methodological support when working with pupils with special educational needs
.

Third Methodical help classroom teachers.

Fourth Workshops for teachers, consultation and methodical
leadership.

Fifth Participation in the working meetings of school.

6th Coordination of advisory services provided at school, especially
educational advisor, school prevention and classroom teachers.

7th Coordination of advisory services outside school, and cooperation with educational
guidance facilities, health care and other devices.

8th Methodical intervention of psychodidaktiky for teachers, including support for the creation
school curriculum.

9th Discussions and awareness to legal representatives.

10th Presentation and information activities.

11th Participation in the preparation of the admission procedure in Central
school.

IV. Standard Business school special educator

First Participates in the creation
program providing educational and psychological counseling services at school, including
primary prevention program.

Second He communicates with the school management, teachers, students and guardians.

IV.I. Diagnostics and testing

First Cooperation in enrollment in the first grade of primary education according to the needs and possibilities
schools and school counseling department.

Second Identifying pupils at risk of special educational needs and inclusion in
appropriate preventive particular stimulus, or
intervention program.

Third Identifying pupils with special educational needs and their inclusion in
special educational needs.

Fourth Identifying the major problems of the pupil, establishing a plan for educational support
within the school and beyond, and set the type, scope, frequency, and duration
intervention activities.

Fifth Diagnostics pupil's special needs, especially
gathering data on student, including family and personal medical history, further
special educational diagnostics, especially in the educational problems
pupils for continuing intervention in the school environment, special educational
diagnosis prerequisites for reading, writing, arithmetic,
prerequisites for the development of literacy, analysis of the data and their
evaluation.

6th Special pedagogical and etopedical diagnosis of special educational
problems, determining intervention approach within and outside the school,
according to the needs, possibilities and profiling of schools.

7th Screening, surveys, questionnaires at the school on special educational needs and
risk of special educational needs.


IV.II. Consulting, advisory and intervention work

First Intervention support in implementing the plan pedagogical support.

Second Long-term and short-term individual special pedagogical care for the purpose of fulfilling
support measures for students, special education
educational activities, reeducation, compensation and stimulation activities;
student is at risk of special educational needs.

Third Long-term and short-term special pedagogical care of pupils with special educational needs
special pedagogical educational
activity, reeducation, compensation and stimulation activities;
groups of pupils at risk of special educational needs.

Fourth Participation in the creation of individual education plan for pupils with special educational needs
plan or educational support for pupils with
risk of special educational needs in cooperation with
class teacher, the teacher of a course, the school management, the || | legal guardians, the student and other partners to support
team inside and outside the school.

Fifth Continuous evaluation of the effectiveness of supportive measures
for pupils with special educational needs and
risk of special educational needs of pupils, according to the needs of the design and implementation of modifications
.

6th Preventive intervention programs in school
failure / educational problems with application specially
educational / ethopedy approaches.

7th Participation in career counseling - the choice of education can
guiding individual pupil.

8th Adaptations of the school environment, provision of special equipment and teaching materials
.

9th Individual consultations for parents, security
continuous communication and contact with the pupil's parents / legal guardians.

10th Individual consultations for teachers in
special educational needs and risk
special training needs.

11th Special teaching approaches in addressing the issue
multicultural school environment.

12th Consultation with school staff and other counseling facilities.

IV.III. Methodical, coordinating and educational activities

First Preparation and continuous adjustment of conditions for pupils with special educational needs
school - specifically coordinating
pedagogical counseling services at school.

Second Methodical help classroom teachers in the education of pupils with special educational needs or
risk of special educational needs
.

Third Methodical activities for the next school education staff -
specifics of teaching and pupils' opportunities by type and degree
special educational needs, design methods and forms of work with pupils -
their implementation in education, mentoring and the use of special equipment || | didactic materials.

Fourth Workshops for teachers in special educational needs and
risk of their occurrence.

Fifth Cooperation with educational staff providing consulting services
.

6th Cooperation with school guidance facilities and other
institutions and professionals for the benefit of children with special educational needs
or at risk of special educational needs
.

7th Participation in developing school curricula,
individual education plans, plans for educational support to
expanding services and improving care for groups of pupils with special educational needs or
risk of special educational needs
.

8th Coordination and methodological guidance of assistant teachers in school.

9th Discussions and awareness especially legal representatives. ".

32nd following Annex no. 4, which including footnote no. 5 reads:

" Annex no. 4 to Decree no. 72 / 2005 Sb.

Standard activities of teachers and other personnel involved
counseling services in school counseling centers

I. Psychologist in school counseling centers

When providing activities listed in Annexes Nos. 1 and 2 in accordance with
professional demands of the profession performs

A) psychological diagnosis for the purpose of determining training measures
for student


B) individual diagnosis, intervention and mentoring children, pupils and students
with learning and behavioral problems that affect
education of children, pupils and students

C) group and individual psychological diagnosis as a basis
to help primary school pupils and secondary school students in cases
complications when selecting another school or professional

D) psychological diagnosis and intervention in educational and
educational problems

E) psychological prevention and reeducation,

F) mentoring students with behavioral or learning problems
particular difficulties in adapting to the school environment or
social and relationship problems,

G) consulting services for guardians of students

H) methodical assistance to teachers of schools in promoting
pupils with special educational needs, with educational problems as
risk behavior

I) crisis intervention

J) processing reports from examinations,

K) treatment recommendations for the education of pupils with special educational needs
.

II. A special education teacher in school counseling centers

When providing activities listed in Annexes Nos. 1 and 2 in accordance with
professional demands of the profession performs

A) special pedagogic diagnostics focused on pupils with special educational needs and
particular pupils referred to in § 16 para. 9
Education Act by special pedagogical
specializations, which are:

First psychoped focused on working with students with mental disabilities

Second surdoped focused on working with students with hearing disabilities

Third speech therapist with a focus on working with students with speech impediments,

Fourth tyfloped focused on working with students with visual disabilities

Fifth somatopedy focused on working with students with physical disabilities

B) special educational counseling and intervention within a comprehensive
care of these pupils with the aim of achieving the highest possible degree
fulfill their educational opportunities and needs

C) re-education pupils need support measures, development of sub
functions

D) mentoring legal representatives, including family members
according to the specialization of worker

E) methodological assistance to teachers of schools in providing
special educational care for pupils,

F) processing reports from examinations,

G) processing recommendations on the education of pupils with special educational needs
and exceptionally gifted pupils.

III. Social worker ^ 5) in school counseling centers

When providing activities listed in Annexes Nos. 1 and 2 in accordance with
professional demands of the profession

A) carry out professional activities in the field of socio-legal advice and
social interventions

B) conducts analytical and methodological activities in social areas
to individuals or families in relation to the education of pupils

C) under the advisory services carried out social investigation and discovers
client needs

D) provides communication with clients and their legal representatives,

E) works in a multidisciplinary team, whereby
provides information to the extent necessary to support the education of the pupil

F) collaborates and contributes to obtaining data within
consulting services

G) participate in the determination of the design support measures

H) cooperate with other persons whose activities influence
providing advisory services, particularly other school counseling
institutions and public authorities

I) provides social counseling and counseling on social services or social rehabilitation
available in a given region

J) provides information and facilitates contacts with institutions
providing assistance and support to pupils referred to in § 16 para. 9 of the Education Act
.

IV. Methods of prevention in educational and psychological counseling

When providing activities listed in Annexes Nos. 1 and 2 in accordance with
professional demands of the profession

A) provides counseling for specific risk behavior prevention and
implementation of preventive measures within the territorial scope defined
Regional Authority,

B) ensure coordination and methodological support for school methodologists

Prevention, organizes them for regular workshops and seminars
provides them with individual expert consultations

C) at the request of schools and educational aids in cooperation with the school
prevention methodologist and other educational staff
solve current problems associated with the incidence of risky behavior,

D) maintain regular contact with all institutions, organizations and
entities in the region in preventing risky behavior involved,
updates the network specialist equipment

E) cooperate with the regional school prevention coordinators
especially when drafting documents for annual reports or other assessments, and
prioritizing the concept of preventive work in education at
Region

F) takes care of their professional development through continuing education in specific prevention
issues.

5) § 109 and 110 of Act no. 108/2006 Coll., On Social Services, as amended
.. "

33rd An Annex no. 5, which reads:

"Annex no. 5 of Decree no. 72/2005 Coll.
Article II



Transitional provisions
Special Educational Centre provides counseling services for children,
pupils and students with specific behavioral problems or learning
prior to the effective date of this decree, indicating its activities in accordance with
Decree no. 72/2005 Coll ., as amended, effective from the date of entry into force
this Decree, within 1 year from the effective date of this decree.
PART TWO


Change Decree no. 13/2005 Coll.
Article III


In § 21 of Decree no. 13/2005 Coll., On secondary education and education in
Conservatory, as amended by Decree no. 374/2006 Coll., The words "
disabilities" are replaced by " referred to in § 16 para. 9
Education Act ".
PART THREE


Change Decree no. 14/2005 Coll.
Article IV


Decree no. 14/2005 Coll., On pre-school education, as amended by Decree no. 43/2006 Coll
. and Decree no. 214/2012 Coll., is amended as follows:

First Footnote. 1 is deleted, including references to a note
footnote.

Second In § 1a paragraph 7 is deleted.

Third Under § 1a it is inserted § 1b, including the heading reads:

"§ 1b

Kindergarten at a medical facility

(1) In kindergarten at a health facility can educate children
with severe health impairments or long-term diseases in this | || health facility if their health condition allows.

(2) the inclusion in kindergarten at a medical facility requires
attending physician and consent of the legal guardian of the child.
scope and organization of education the child is determined by the school head in agreement with the attending physician
.

(3) Kindergarten at a medical facility has at least 10 children.
school class has a minimum of 6 and a maximum of 14 children with regard to their special | || educational needs and ensuring their safety and health. ".

Fourth In § 2, after paragraph 2 the following paragraphs 3-5 are added:

"(3) For each child in the class included with the avowed support measures
fourth or fifth grade with the highest number of children in a class by
paragraph 2 shall be reduced by 2 children; this is also true in the case of a child with granted | || support measures for third grade because of mental disability.
highest number referred to in paragraph 2 shall be further reduced by 1 for each child with the avowed support measures
third degree, which is not mentioned in the first sentence
. Following the procedure of sentence first and second can be reduced
highest number of children in a class by more than fifth

(4) for each child in the class classified under three years until completion
three years of age the highest number of children class pursuant to paragraph 2
reduced by 2 children.

(5) reducing the number referred to in paragraphs 3 and 4 can not apply for one child
concurrently. reducing the number of children under paragraphs 3 and 4 shall not apply to schools ,
which prevents its implementation performance of the obligation of priority admission of the child
according to § 34 para. 4 of the Education Act or if there is a change in the degree
support measures included in the child in the classroom during the school year
. ".

Former paragraphs 3 and 4 are renumbered as paragraphs 6 and 7.

Fifth In § 2, paragraph 6 is repealed.

Paragraph 7 is renumbered paragraph 6.

6th In § 2 para. 6 the words "and 3" is replaced by "up to 4".
PART FOUR



Change Decree no. 48/2005.
Article V


Decree no. 48/2005 Coll., On basic education and some
requirements for compulsory school attendance, as amended by Decree no. 454/2006 Coll
. and Decree no. 256/2012 Coll., is amended as follows:

First Under § 3, the following new § 3a including group title reads:

"The organization and course registration for compulsory school attendance

§ 3a

(1) Registration for compulsory school attendance (the" Companies ") consists of a formal part
if it is in writing and present enrollee child
consent of the child's legal representative, also from the interview and
or other activities with the child. the legal guardian of the child may be present at all
part of the minutes.

(2) during the formal registration of the child's legal representative asks
registration of a child for compulsory school attendance.

(3) Interview with a youth worker enrollee child lasts a maximum
20 minutes. the interview is focused on motivating the child for school
attendance and first assessment of their school readiness.

(4) If the school has prepared other activities associated with the benchmark
assessment of the child's school readiness through play or
other suitable form, their duration is more than 60 minutes.

(5) School readiness is indicative of a child assessed in relation to the expected outputs
educational areas
framework educational program for preschool education. School enrollment in the course does not look
attained level of development in all areas of education provided
framework educational program for preschool education, but chooses
skills, whose levels of development can be recorded during
formative assessment.

(6) School enrollment in a demonstrable way
informs the legal representative of the child, how can the time of the start of compulsory schooling
help the child in its further development.

(7) School before writing publish a manner allowing remote access
information on the organization and course registration, which contain
criteria for admitting students, the number of students that can be accepted, description and any formal
other parts of registration and any other data. ".

2. In § 4, at the end of paragraph 7 following sentences," the highest number by
first sentence is reduced by 2 for each pupil with the avowed support
measure fourth to fifth grade of the learner in the classroom;
This is true even if the student is a recognized third-level support measures
because of mental disability. The highest number in the first sentence
further reduced by 1 for every pupil with the avowed support measures
third degree, which is not mentioned in the second sentence. Procedure referred to in the second sentence and third
possible to reduce the maximum class size is a maximum of 5. The reduction
highest number of pupils in a class by second and third sentences do not apply to
schools in its application prevents the fulfillment of obligations priority
adoption of the pupil in accordance with § 36 para. 7 of the Education Act or if there is a change
degree of support measures included in the pupil in the classroom during the school year
.. "

third in § 4 paragraph. 8, the words "established separately for pupils with physical disabilities
a number of individually integrated pupils in the class school"
replaced by "established under § 16 para. 9 of the Education Act."

Note fn. 19 is deleted.

4. In § 4 para. 9, the word "special" is replaced by "the ordinance
or the other" and "different rates" are replaced by "reduced" .

5. in § 5 the following paragraph 6 is added:

"(6) For each group included a student with the avowed support measures
fourth or fifth grade with the highest number
pupils in the group referred to in paragraph 5 reduced by 2 pupils; This applies even if the pupil with the avowed support measures
third grade because of mental disability
. The highest number in paragraph 5 shall be further reduced by 1 for every pupil with
support measures granted third degree, which is not
mentioned in the first sentence. Procedure by first and second sentences can be reduced
highest number of pupils in a group of no more than 5. The reduction
highest number of pupils in the group by first and second sentences do not apply to schools that
its application prevents the fulfillment of obligations priority acceptance by pupil

§ 36 para. 7 of the Education Act or if there is a change in the degree of support
measures of pupil included in a group during the school year. ".

Sixth after § 5 the following § 5a which including group title reads:

"Elementary school at medical facility

§ 5a

(1) In elementary school, a health facility may educate pupils
health weakened or chronically ill pupils at this location
health facility if their health condition allows.
Primary schools can provide according to their individual possibilities
consultations in general educational subjects and secondary school pupils
placed in the medical facility.

(2) The inclusion in hospital schools are required
attending physician and consent of the legal guardian of the pupil.
Range and organization of the pupil determines the headmaster
agreement with the attending physician.

(3) Primary school at a medical facility has at least 10 students.
School class has a minimum of 6 and a maximum of 14 pupils with regard to their
special educational needs and ensuring their safety and health.

(4) In elementary school classes at health care facilities may be
place pupils 2 or more years, or even first and second grade. ".

Seventh § 6 para. 1, second sentence the words "disabled"
deleted and the word "years" the words "referred to in § 16 para. 9
Education Act."

eighth in § 24, paragraph 3, including footnote. 22 repealed.

Former paragraph 4 becomes paragraph 3

Art. Va



Transitional provisions § 4 para . 7 second to fifth sentence and § 5 para. 6 of the Decree no. 48/2005
., as amended, effective from 1 September 2016 at the school in
which are for the school year 2016/2017 class or group occupied
such a way that it would be necessary to create a new class or group
apply only from 1 September 2017. PART FIVE



Change Decree no. 71 / 2005 Sb. Article VI



Decree no. 71/2005 Coll., on basic art education, shall be amended as follows
:

first in § 3 at the end of paragraph 1 the sentence "When assessing a pupil with special educational needs
into account the recommendations from the school counseling facility
.".

Second In § 8. 1 the words "handicapped" are replaced
"referred to in § 16 para. 9 of the Education Act."
PART SIX


Change Decree no. 74/2005 Coll.
ARTICLE VII


Decree no. 74/2005 Coll., On pet training, as amended by Decree no. 109/2011 Coll
. and Decree no. 279/2012 Coll., is amended as follows:

First In § 10 paragraph 3, including footnote no. 2 reads:

"(3) If the department consists only of the participants mentioned in § 16 para. 9
Education Act, the highest number of participants in the department
consistent with the highest number of pupils in a class for pupils referred to in § 16 Sec. 9
education Act provided other legislation ^ 2).

2) § 25 par. 1 of Decree no. 27/2016 Coll., on the education of pupils with special educational needs
and pupils gifted. ".

Second In § 10 paragraph 4 is deleted.

Paragraph 5 shall be renumbered 4.

Third In § 12, the words "handicapped" are replaced by "listed in
§ 16 paragraph. 9 of the Education Act."
PART SEVEN


Change Decree no. 108/2005 Coll.
Article VIII


Decree no. 108/2005 Coll., On school educational and boarding facilities, and school
purpose facilities, as amended by Decree no.
436/2010 Coll., Is amended as follows:

First In § 3, paragraph 3, including footnote no. 1 reads:

"(3) If the group consists only of pupils and students referred to in § 16 para.
9 of the Education Act, the number of pupils and students in the group matches the number of pupils in a class
school for pupils referred to in § 16 para. 9
education Act, according to another legal regulation 1).

1) Decree no. 27/2016 Coll., on the education of pupils with special educational needs and
gifted pupils . '.

Second In § 6 the words "disabled" is replaced by "listed in
§ 16 paragraph. 9 of the Education Act."

Third In § 7 para. 1 and § 18 par. 2, the words "disabled"
replaced by "referred to in § 16 para. 9 of the Education Act."

Fourth In § 7 para. 2 the words "disabled" is replaced

"Referred to in § 16 para. 9 of the Education Act."

Fifth In § 7 para. 3, the word 'disability' is replaced
"referred to in § 16 para. 9 of the Education Act."

6th In § 7 para. 4 in the first sentence the words "pupils with physical disabilities
" is replaced by "the students referred to in § 16 para. 9 of the Education Act
" and in the second sentence, the words "student with disabilities" | || replaced by the words "student referred to in § 16 para. 9 of the Education Act."

7th The heading of § 8 reads: "Placing children and pupils referred to in § 16 para. 9
Education Act to boarding school."

8th In § 8. 1, the word 'disability' is replaced
"referred to in § 16 para. 9 of the Education Act."
PART EIGHT


Change Decree no. 492/2005 Coll.
Article IX


Decree no. 492/2005 Coll., On regional per capita amounts, as amended by Decree no.
47/2008 Coll., Decree no. 33/2009 Coll., Decree no. 8/2010 Coll., Decree | || no. 11/2011 Coll. and Decree no. 110/2011 Coll., is amended as follows:

First In § 1 point. r), the words "one child at a school purpose-built facility that provides
preparation for education in elementary school special, or"
deleted.

Second In § 1 point. u) 1, the words "school purpose-built facility that provides
preparation for education in elementary school special,"
replace the words "in class preparatory stage of a special elementary school" and
word "established" the the words "pursuant to § 16 para. 9 of the Education Act."

Third Footnote. 6 reads:

"6) Act no. 262/2006 Coll., The Labour Code, as amended
regulations.".

Fourth In § 3, paragraph 6 reads:

"(6) Extras down on

a) 1 child, 1 pupil, 1 student at school, the classroom, or a department
group established under § 16 para. 9 of the Education Act if
not a special primary school,

b) one child, one pupil, one student mentioned in § 16 para. 9 of the Education Act
the educated in a mainstream school unless a child, pupil or student
surcharge determined under subparagraph j)

c) 1 pupil referred to in § 16 para. 9 of the education Act in the field of education
practical school

d) 1 child 1 pupil placed in a medical facility that
educated at a school at the medical facility in this case
surcharge does not apply pursuant to subparagraph a)

e) 1 child in a school club that at the same time educates classroom
preparatory stage of a special elementary school,

f) 1 pupil in a school club, who also studies at the elementary school
special

g) 1 child 1 pupil in the school center in the department, which consists of only
participants mentioned in § 16 para. 9 of the education Act, unless the
child under point e), or a pupil under subparagraph f)

H) 1 accommodated in a youth home in a group comprising only pupils and students
mentioned in § 16 para. 9 of the Education Act,

I) 1 child, 1 pupil elementary schools, one high school pupil in school or
class with instruction in a minority language,

J) support measures with regard to standardized financial demands
set by other legislation,

And in the case that he is the appropriate kind of school or type of school
facilities in the region in the calendar year of
education or school services. ".

Fifth in § 3. 7, the words "kinds of disability" shall be replaced
"disadvantages mentioned in § 16 para. 9 of the Education Act."

sixth in § 3, paragraph 8, including footnote no. 8 deleted.

existing paragraphs 9 to 14 are renumbered 8 to 13

seventh in § 3, paragraph 8 reads:

"(8) In determining the amount of surcharges pursuant to paragraph 6 point. a) to c) and e)
h) is based on the average amount of funds from the state budget
provided in the previous calendar year through
regional standards for one child, one pupil, one student with an appropriate
handicaps referred to in § 16 para. 9 of the Education Act in the respective
kind of school or type of school facilities within the region. If you can not determine
figure in the previous sentence, based on the average amount
state funds provided in the previous calendar year through
regional standards in the relevant species
school or type of school facilities for handicaps mentioned in § 16 para.

9 of the Education Act, which is what the extent necessary to support measures
closest kind of discrimination to which the surcharge determined. ".

Footnote. 9 is repealed, including references to note under line
.

eighth in § 3, paragraph 10, including footnote no. 10 reads:

"(10) the amount of the surcharge is increased or reduced, if required :

A) the degree of support measures which is in the region usually necessary when
provision of education or school services relevant unit performance
with that handicap referred to in § 16 para. 9 of the Education Act,

B) the number of children, pupils or students in the school or classroom, department or
study group established under § 16 para. 9 of the Education Act set
other legislation ^ 10), or

C) the provision of salaries and bonuses for standby duty in accordance with other legislation
^ 6).

10) § 25 of Legislative Decree no. 27/2016 Coll., On the education of pupils with special educational needs and
gifted pupils. ".

Ninth in § 7 para. 4, the second sentence is replaced saying "If there is a merger
supplements to the group under § 3 para. 12, presented in a publication
disadvantages mentioned in § 16 para. 9 of the Education Act, which are included in
group.". | ||
10th in § 8 par. 3, "for children, pupils and students with physical disabilities
" is replaced by "§ 16 para. 9 of the Education Act."

PART NINE

Change Decree no. 177/2009 Coll.



ARTICLE X Decree no. 177/2009 Coll., on conditions for completion of education in secondary schools
graduation exam, as amended by Decree no. 90/2010
Coll., Decree no. 274/2010 Coll., Decree no. 54/2011 Coll., Decree no.
273/2011 Coll., Decree no. 371/2012 Coll., Decree no. 173/2014 Coll., and
Decree no. 214/2015 Coll., is amended as follows:

1. In § 1 point. c) the words " disabilities or physical handicaps
"is replaced by" referred to in § 16 para. 9 of the Education
law student or applicant with a learning disability or health
disorders leading to learning. "

Footnote. 1 is repealed.

Second In § 4 para. 3 first sentence, the words "expertise" is replaced by
"recommendation" and the words "(hereinafter the" report ")" are deleted and in the second sentence
words "This report" is replaced "This recommendation".

Third In § 20 para. 1, the word "report" is replaced with the word "recommendation".

Fourth In § 20 para. 2, "a disability or health"
deleted.

Fifth In § 20 par. 3 of the word "report" is replaced with the word "recommendation"
words "a disability or health" is deleted at the end
paragraph, the sentence 'Model form of recommendations contained in Annex
no. 3a to this decree. ".

6th In § 20 para. 4 in the first sentence, the word "opinion" is replaced by
"recommendations" in the first and second sentences, the words "a disability or health
" are deleted and in the second sentence, the words "a disability or
health "are deleted.

7th In § 20 par. 5, the word "opinion" is replaced by "recommendations".

8th In § 20 para. 6 the words "disability or" are deleted.

9th Annex no. 1 to 1b added:

"Annex no. 1 to Decree no. 177/2009 Coll.

Annex no. 1 to Decree no. 177/2009 Coll.

Appendix. 1b to Decree no. 177/2009 Coll.

10th in Annex no. 2 point 1 reads:

"1. GENERAL PROVISIONS

A) For the purposes of graduation exam, students were granted
adaptation of the conditions for holding the graduation exam is divided into four categories according to the type
educational needs and in groups 1-3 according to the extent required
adaptation.

B) The main criterion for inclusion in the appropriate categories and groups are the functional consequences
certain handicaps affecting the pupil of the
graduation exam.

C) Pupils with multiple disabilities for the purpose of granting
design for holding graduation exam categorized and
groups according to handicaps greater extent affects their work
testing documentation. " .

11th in Annex no. 3 in C), point. b) point 1.2.3., the word "opinion"
replaced by the word "recommendation".

12th in Annex no. 3, Section F) point. a) first and second sentences
word "disability" is replaced by the word "handicap".

13th in Annex no. 3, Section F) point. a) sub 1 the words "health disability
" replaced by the word "handicap".


14th Annex no. 3, Section F) point. a) sub-2, the words "medical disability
" replaced by the word "handicap".

15th Annex no. 3, Section F) point. a) point 3, the word "disability"
replaced by the word "handicap".

16th Annex no. 3, Section F) point. a) point 4, the words "disorder or disability
" replaced by the word "handicap".

17th Under Annex no. 3 of the following Annex no. 3, which reads:

"Annex no. 3 to Decree no. 177/2009 Coll.



Article XI Transitional provisions

report to adjust the conditions for the granting of the graduation exam | || under Decree no. 177/2009 Coll., as amended effective before the effective date
force of this regulation, can be used as a recommendation to grant
adjust the conditions for holding the graduation exam under Decree no. 177/2009
Coll., as amended, effective from the date of entry into force of this Decree,
to 30 September 2018, it does if the later released recommendations from the school counseling facility
something else.

PART TEN
| eFFICIENCY ||



ARTICLE XII This decree comes into force on September 1, 2016, with the exception of the provisions of the ninth
Art. X, points 2 and 3, 5-7, 9 to 11 and 17, which come into
effect on 1 October 2016. The Minister

:

Mgr. Valachová, PhD., vr