An analysis of plans and legislative influence in psycho-educational assessment for learners with learning disabilities in Brno, Czech Republic
An analysis of plans and legislative influence in psycho-educational assessment for learners with learning disabilities in Brno, Czech Republic

Summary/Abstract: This research study aimed to analyze the determinants of psycho-educational assessment in particular, psycho-educational assessment plans and legislative influence. In-depth interviews were used to investigate issues and to discover how the psycho- educational assessors, teachers and parents felt about the whole process. Interview data from parents of school-age children with LD who had psycho-educational assessments done within the past one year were used in the current study to find out their experi- ences with the assessment process. Teachers from elementary and primary schools and psycho-educational assessors were interviewed. This study used descriptive research design and mixed method to collect data from primary and secondary sources. The study applied Critical Disability Theory (CDT) within the paradigm of transformative perspective. ATLAS.ti computer software was used for conceptualization, coding and categorizing of the qualitative data. Findings showed that psycho-educational assess- ments were done at different times and different levels within the education system. The initial psycho-educational assessments were done for purposes of school entrance at compulsory education or for school postponement. There was substantial variation in both policy and practice across the various PPCC included in this study. This study recommends that the education regulations be explicit to all stakeholders to ensure maximum degree of access to psycho-educational services and inclusion of learners with LD without discrimination.

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