COMPLETION OF COMPULSORY EDUCATION BY PUPILS WITH LEARNING DISABILITIES IN THE CONTEXT OF THE TRANSITION PLANNING PROCESS

This paper deals with the issue of completion of compulsory education of pupils with learning disabilities in The Czech Republic. It presents the author´s research based on the process of transition planning with 3 pupils leaving special school onto another stage of their lives.

The research has a qualitative design viewed from the perspective of researcher/s; pupils; parents; class teachers, and other people involved. The acquired data - included transcribed, semistructured, recorded interviews as well as transcribed recorded group discussions - was analysed using content and frame analysis. The transcribed data was then subjected to the process of segmentation. This was preceded by the author´s reading of numerous reports, manuscripts and documents from which subsequently contextually relevant passages emerged. The final outputs of this whole analytical process noted four different categories and their sub-categories (time; awareness; transition planning, and transition planning coordinator).

The following text aims to fulfil three main purposes; the first purpose being to briefly describe the process of transition planning with those pupils; the second to further describe the content of each category and its sub-category; and finally to - based on the information gathered - propose measures towards recommendations in practice.

Considering the fact that the given subject matter is absent in our present environment (i.e. author´s specific conceived support through holistic approach in the process of transition planning) this pilot research could be considered as pioneering in relation to Czech Republic.