Abstract:

Diagnosis of special educational needs is currently a very sensitive topic (not only) of Czech education. This is the primary precondition for the successful education of children, pupils and students who have special educational needs for health or selected non-medical reasons. Special pedagogical diagnostics cannot blindly copy the medical (or social) level of the causes of disadvantage. It is also not enough to look for the impacts of the respective disadvantage on the educational possibilities of the person. Each individual's education is a comprehensive and highly interactive set of activities that is influenced by many factors. One of the decisive factors - both in general for each pupil and individually, for a pupil with special educational needs - is the level of the school environment in which the pupil is educated.

From the point of view of the diagnosis of special educational needs, then we can consider the diagnosis of the school environment as a primary and necessary precondition for the correct setting of support measures. There is no generally binding manual for assessing the school environment in the Czech Republic. The opinions of approximately 500 special pedagogues working in 115 special pedagogical centres are logically based primarily on their own empirics. The subject of this communication is the analysis of the most common opinions and attitudes of 113 respondents to selected aspects of the target area based on personal experience.

Keywords:

Special pedagogical diagnostics, supportive measures, school environment, special pedagogical centre.