Decree No. 232 / 2018 Coll.
Decree amending Decree No. 177 / 2009 Coll., on the Closer Conditions for Termination of Education in Secondary Schools by Graduate Examination, as amended
Valid
Effective from 01.11.2018
232
DECLARATION
of 12 October 2018
amending Decree No. 177 / 2009 Coll., on the Closer Conditions for Termination of Education in Secondary Schools by Graduate Examination, as amended
The Ministry of Education, Youth and Sports provides, pursuant to Sections 81 (11), 91 (1) and 113a (2) of Act No. 561 / 2004 Coll., on Pre-school, Basic, Medium, Higher Vocational and Other Education (Education Act), as amended by Act No. 179 / 2006 Coll., Act No. 242 / 2008 Coll., Act No. 49 / 2009 Coll., Act No. 472 / 2011 Coll., Act No. 370 / 2012 Coll., Act No. 82 / 2015 Coll., Act No. 178 / 2016 Coll., and Act No. 101 / 2017 Coll.:
Decree No. 177 / 2009 Coll., on the Closer Conditions of Termination of Education in Secondary Schools, 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., Decree No. 214 / 2015 Coll., Decree No. 197 / 2016 Coll., Decree No. 311 / 2016 Coll. and Decree No. 243 / 2017 Coll., are amended as follows:
1. In Article 1 (b), "fourth 'is replaced by" third';
2. In the first sentence of Article 2 (5), "11. 'is replaced by" 1.';
3. Paragraph 2 (7) reads as follows:
"(7) The specific dates of the oral examinations of the common part and the specific dates of the compulsory and optional tests of the profile part shall be determined by the school director for the spring examination period no later than 2 months before the spring examination period and for the autumn examination period no later than 25 August before the graduation exam and shall be published in a manner that allows remote access. The specific dates referred to in the first sentence shall be determined by the school director in accordance with paragraphs 3 to 6 so that they do not overlap with the uniform test scheme for individual pupils. ';
4. In Paragraph 4 (4), after the second sentence, the sentence "The application for or replacement test shall be submitted by the pupil for all partial tests or parts of tests of the relevant test subject for which he has failed or has failed."
5. In Paragraph 5 (1), "60 'is replaced by" 75'.
6. In the first sentence of Article 5 (2), "90 'is replaced by" 110' and the second sentence is deleted.
7. In the second sentence of Article 5 (3), the words "numbered separately 'shall be inserted after the number" 6' and the words "selected within 20 minutes of receipt of the award. At the end of the 20-minute period, pupils shall receive record sheets to which they shall enter the number of the selected assignment; then the entry can no longer be changed 'shall be replaced by' to be selected and entered in the record sheet by its number and name. If the pupil changes the assignment option during the test, he shall record the change in the record sheet. ';
8. In Section 9, "105 'is replaced by" 120' and at the end of the text the sentence "A translation dictionary is allowed to be used in the course of the didactic test. '
9. Paragraph 13, including footnote 11, reads:
(1) The contracting authority shall, immediately after the completion of the examination in accordance with the uniform test schedule, select from the pupils completed the record sheets of the didactic tests or written work together with the presentation sheet, check their completeness, store the record sheets and the presentation sheet in the security envelope and record the deposit in the report on the course of the graduation exam in the classroom. The security envelope shall be forwarded to the Commissioner without delay. The Commissioner and the contracting entity shall confirm the transmission of the security envelope in the transfer record.
(2) The Commissioner shall immediately transfer the record sheets and presentation documents to the electronic form and send them to the Centre via the Centre's information system; then the Commissioner shall transmit the record sheets and the attendance lists to the school director and confirm both transfers in the transfer record.
(3) After completion of the examinations, the Director of the School shall, at the request of the Centre, arrange for the transmission of the safety deposit box to the Centre in a manner specified by the Centre.
(4) Record sheets are deposited in the school in the manner laid down by the Act on archiving and file service and amending certain laws (11). The time limit shall be 5 years.
11) Act No. 499 / 2004 Coll., on archiving and file services and amending certain laws, as amended. '
10. in Paragraph 15 (1), the words "and the length of the defence of graduation before the Trial Graduation Committee," shall be deleted at the end of point (b) of the comma and added;
11. in the second sentence of Article 15 (6), the words "no more than 30 minutes" shall be replaced by the words "no less than 15 minutes and no more than 30 minutes; the duration of the defence of graduation work shall be determined by the school director."
12. In Article 20 (1), the words "issued by a educational institution 'shall be inserted after the words" the tests' and the sentence "The recommendation is valid for a maximum of 2 years from the date of issue 'shall be added at the end of the paragraph.
13. In Paragraph 20, the sentence "Adaptation of the conditions for conducting the common part of the graduation examination shall be added at the end of paragraph 2, mutatis mutandis, for adjusting the conditions for conducting the profile part of the graduation examination. '
14. In the second sentence of Article 20 (4), the words "with specific learning disorders classified in category and group SPUO-1 'and the words" point 5 (a) of Group 1 (SPUO-1)' are inserted after the words "pupils with recognised conditions for the completion of the graduation examination '.
15. in Paragraph 20, paragraph 5 is deleted;
Paragraphs 6 to 8 shall become paragraphs 5 to 7.
16. In the first sentence of Article 20 (5), the words "for pupils included in Group 2 and 3 of Annex 2 'are replaced by" a'.
17. In the first sentence of Paragraph 20 (6), the word "demonstrably" shall be inserted after the words "school director," and at the end of the paragraph, the sentence "The school director shall inform the members of the examination committee, the Commissioner and the contracting entities in good time of the conditions of the student's examination with the conditions granted."
18. In the second sentence of Paragraph 22 (3), the words "within 3 working days of the assembly of the evaluation of all written work of pupils of the relevant class' are replaced by the words" within 10 working days of the relevant examination under the uniform test scheme '.
19. in § 26a (2) (a), the words "Protocol pursuant to § 27" are replaced by "Protocols pursuant to § 27 and 28, Annex to the Protocol pursuant to § 29a (1), second sentence."
20. in Paragraph 26a (2) (b), "28" is replaced by "29."
21. In Paragraph 27 (4) (b), the words "any comments made by the pupil during the examination" shall be inserted after the words "sheets."
22. In Paragraph 36 (1), the words "pursuant to Sections 6, 8, 15 and 16 'shall be inserted after the words" at the test'.
23. In Paragraph 38 (b), the words "oral examinations" and "in the case of the contracting authority and the evaluator of oral examinations" shall be inserted after the words "to the function of the contracting authority and the evaluator."
24. at the end of point (c), the words "including the right to comment on the conduct of the test in the protocol referred to in Article 27," shall be added.
25. In Paragraph 44 (2), the first sentence shall be replaced by the sentence "For the relevant test period set out in Article 2 (3) or (5), the Centre shall appoint the evaluators of the written work and the school director of the contracting authority shall be appointed no later than 1 month before the date of the relevant examination or partial examination in accordance with the single test scheme." and the last sentence shall be deleted.
26. in Paragraph 48 (2):
"(2) The applicant shall apply for an individual test which, in its content and form, corresponds to the test of the common part of the final examination, through the Centre's information system. The application shall include a file containing a copy of the original or an officially certified copy of the proof of at least basic education. The following information shall be provided for login:
(a) the name and, where applicable, the names and surnames, birth number, otherwise the date of birth and place of birth, address of permanent residence, in the case of foreigners, place of residence, nationality,
(b) the address for service of documents, if it is not the same as the address of permanent residence, in the case of foreigners, the place of residence and, where applicable, the e-mail contact address;
(c) the names of the test subjects of the individual examination and the date of the individual examination;
(d) an indication of the test subject to be held by the tenderer in the language of the national minority;
(e) the classification of a candidate with a view to adapting the conditions for the conduct of an individual examination to the category and group referred to in Annex 2 to this Decree in order to adapt the conditions for the conduct of an individual examination;
(f) the applicant's request pursuant to § 20 (4) of the third Act of Education for the adaptation of the conditions and manner of the individual examination from the Czech language and literature or from mathematics;
(g) an affidavit from the applicant that he is not a student of the secondary school. "
27. in the first sentence of Paragraph 49 (2), "No 1b" is replaced by "No 1a."
28. In Paragraph 49, at the end of paragraph 3, the words "in a way that allows remote access' are added.
29. In the first sentence of Paragraph 50a, the words', by means of a watermark with the motifs of the lipid branches' are inserted after the words' on each side of the form ', the words' 280 'are replaced by' 297 'in the second sentence and the words' issued through the Centre's information system 'in the third sentence are deleted.
30. In Paragraph 51, at the end of paragraph 4, the sentence "The pupil may make comments on the course of the examination in the classroom."
31st Paragraph 51 (6) reads as follows:
"(6) The elements of the application for review of the course and outcome of the final examination or the decision to exclude the examination provided for in Sections 82 (1) (b) and 82 (2) of the Education Act are set out in Annex 7 and Annex 8 to this Decree, which also contain the recommended application patterns. The recommended models shall be published by the Ministry in a way that allows remote access. ';
32. Annexes 1 and 1a shall read as follows:
"Annex No 1 to Decree No. 177 / 2009 Coll.
PRESENTATION TO THE MATURITY TEST FOR THE SCHOOL YEAR
Příloha č. 1a
Annex No 1a to Decree No 177 / 2009 Coll.
OBSERVATION TO AN INDIVIDUAL TEST, which corresponds to the test of the profile part of the graduation exam in its content and form
"
33.Annex No 1b is deleted.
34. Annexes 2 and 3 shall read as follows:
"Annex No 2 to Decree No 177 / 2009 Coll.
Qualification of pupils with recognised conditions for completion of the graduation examination
1 General provisions
1.1 For the purpose of the graduation examination, pupils with recognised conditions for the performance of the graduation examination shall be divided into 4 categories according to the type of educational needs and groups 1 to 3 according to the degree of adjustment required.
1.2 The main criteria for inclusion in the relevant category and group are the functional consequences of a certain handicap of the pupil affecting the performance of the graduation exam.
1.3 Students with multiple defects are classified in the category and group for the purpose of granting the adaptation for the completion of the graduation examination according to the handicap, which affects to a greater extent their work with the test documentation.
2 Physical disability (TP)
2.1 Group 1 (TP-1) - pupils with physical impairment of different aetiology who are not difficult (or only mild) with reading of the normal text (without modification) and whose written expression is not affected or slightly affected by the consequences of the disability; pupils work with the test documentation without modification (on a formal or content basis they do not differ from the test documentation for the students with intact).
2.2 Group 2 (TP-2) - pupils with physical impairment of different aetiology who have more serious problems reading the normal text (without modification) or have difficulty writing (as with physical activity); work with modified test documentation.
2.3 Group 3 (TP-3A) - pupils with physical or concurrent disabilities with multiple aetiology defects who have difficulty reading the normal text (without modification) and writing (as with physical activity). Due to the functional consequences of their disability, they need modified test documentation and assistant services for reading, writing or other activities related to the senior exam.
3 Visual impairment (ZP)
3.1 Group 1 (ZP-1) - pupils with visual impairment of different aetiology who are not difficult (or only mild) with reading of the normal text (without modification) and whose written expression is not affected by the consequences of the disability or are slightly affected; pupils work with the test documentation without modification (on a formal or content basis they do not differ from the test documentation for the students with intact).
3.2 Group 2 (ZP-2-14, ZP-2-16, ZP-2-20, ZP-2-26, ZP-2-BR) - pupils with visual impairment of different aetiology who have more serious difficulties reading the normal text (without modification) and writing (as with physical activity); pupils work with modified test documentation in an enlarged font size 14 b., 16 b., 20 b., 26 b., or Braille.
3.3 Group 3 (ZP-3-14A, ZP-3-16A, ZP-3-20A, ZP-3-26A, ZP-3-BRA) - pupils with severe visual impairment or concurrent disabilities with various aetiology who have more serious problems reading the normal text (without modification) and writing (as with physical activity). Due to the functional consequences of their disability, they need modified test documentation (see Group 2) and assistant services for reading, writing or other activities related to the senior exam.
4 Hearing impairment (SP)
4.1 Group 1 (SP-1) - pupils with auditory impairment of various aetiology who communicate in spoken Czech (i.e. understand spoken Czech without eavesdropping); pupils have no difficulty (or only mild) with reading and understanding of the normal text (without modification) and their written expression is not affected or is slightly affected; pupils work with the test documentation without modification (on a formal or content basis they do not differ from the test documentation for the students with intact).
4.2 Group 2
4.2.1 (SP-2; SP-2A) - pupils with hearing disabilities or pupils with concurrent disabilities with multiple defects of different aetiology who communicate in spoken Czech (to understand spoken Czech must read) with the possible support of other communication systems derived from the Czech language and listed in Act No. 155 / 1998 Coll., on communication systems of deaf and deaf blind persons, as amended. Teachers have more serious problems reading and understanding common text (without modification) or writing (by language); work with modified test documentation. On the basis of the recommendation of a school guidance institution, assistant services may be used for reading, understanding read, writing or other activities related to the graduation exam.
4.2.2 (SP-2-N; SP-2-NA) - pupils with auditory disabilities who communicate in spoken Czech (to understand spoken Czech must read) with possible support of other communication systems derived from the Czech language and listed in Act No. 155 / 1998 Coll. Teachers do not have more serious difficulties reading and understanding the normal text (without modification) or writing (by language), but need a 100% increase in time to deal with testing; pupils work with the test documentation without modification (on a formal or content basis they do not differ from the test documentation for the students with intact).
4.3 Group 3 (SP-3-T; SP-3-TA) - pupils with auditory disabilities (mainly students with pre-inaudible) or pupils with concurrent disabilities with multiple defects of different aetiology who consider the Czech sign language as their native language; pupils primarily communicate with the Czech sign language, or communicate via another communication system which is not derived from the Czech language; work with modified test documentation. The pupils perform the modified "Czech language modified for deaf" and "foreign (English) language modified for deaf" exam and use interpreter services (in case of multiple defects, additional assistant services).
5 Specific learning disorders and others (SPCS)
5.1 Group 1 (SPUO-1) - pupils with a specific learning disorder (e.g. dyslexia, dysphoria, dysphortography, dysphoria or their combinations), pupils with dyspraxia, pupils with impaired communication capacity (e.g. dyslalia, balbuties, bretiness, dysarthria), pupils who cannot produce speech on the ear side (auditory perception and writing are not prevented or restricted), pupils chronically ill with targeted medication or pupils with mild medical disorders and behavioural disturbances described in the recommendations of the educational advisory establishment (attention, hyperactivity, hypoactivity, impulsivity, etc.). Teachers have difficulty reading the normal text (without modification) and writing (both physically and in language); work with the test documentation without modification (on a formal or content basis it does not differ from the test documentation for intact pupils).
5.2 Group 2
5.2.1 (SPUO-2) - pupils with a specific learning disorder (dyslexia, dyspnography, dysphortography, dyscalculus or their combinations) or with more severe forms of health and behaviour disorders described in the recommendations of the educational institution (attention disturbances, hyperactivity, hypoactivity, impulsivity, dyspraxia, etc.); Furthermore, pupils with autistic spectrum disorders, pupils with severe communication capability (dysphasia, aphasia). Teachers have more serious difficulties reading and understanding common text (without modification) and writing (both physically and in language); work with modified test documentation.
5.2.2 (SPUO- 2-N) - pupils with more severe forms of health and behaviour disorders as described in the recommendations of the educational institution, pupils chronically ill with targeted medication, who, due to their handicap, need to increase the time for dealing with testing by 50%; pupils do not have more serious difficulties reading the normal text and writing (language), they work with the test documentation without modification (on a formal or content basis they are no different from the test documentation for intact pupils).
5.3 Group 3 (SPUO-3A) - pupils with concurrent disabilities with multiple defects, autistic spectrum disorders, pupils with severe difficulty in communicating (dysphasia, aphasia) who have more serious problems reading and understanding the common text (without modification) and writing (both physically and in language). Due to the functional consequences of their disability, they need modified test documentation and assistant services to read, understand the text read, write or other activities related to the senior exam.
Příloha č. 3
Annex No. 3 to Decree No. 177 / 2009 Coll.
Adaptation of the final examination to pupils with a declaration of the conditions for the completion of the final examination
1 Environmental adjustment
1.1. Students who have been admitted to the conditions for the completion of the graduation examination (hereinafter referred to as "PUP MZ pupils") shall conduct examinations and sub-examinations according to the uniform test scheme in a separate classroom, or classroom, separate from the pupils without adjusting the conditions for the graduation examination due to a different time limit, the use of individual compensation aids or the presence of an assistant or interpreter.
1.2 Modification of the environment means modification of the working position (table with adjustable inclination and height of the work panel, individual lighting, etc.) or modification of the classroom (limitation of disruptive elements, optimisation of conditions for reading, structuring of the environment for pupils with autistic spectrum disorders, etc.).
2 Rules for increasing the test time limit
2.1 A time limit of 25-100% is increased for pupils with PUP MZ according to the educational needs of the pupil, the relevant category and groups of pupils with PUP MZ. Specific data on the increase in the time limit for the tests and partial tests of the common part of the graduation exam are given in the table at the end of this Annex.
2.2 If the time limit is increased, pupils with PUP MZ may have any number of individual breaks of any length in each test according to their own decision. Individual breaks cannot be given to pupils during the listening part of a didactic test from a foreign language.
2.3 A specific increase in time for the didactic test, written work and preparation for oral examination of the common part, preparation for oral examination and defence of the graduate work of the profile section is always determined in a uniform manner for the individual pupil with PUP MZ (25%, 50%, 75%, 100% increase).
2.4 Increasing the time for the oral examination of the common part, for the oral examination and for the defence of the graduate work of the profile section will only be recommended by the school guidance institution if this measure can mitigate the effects of the pupil's disadvantage (e.g., a typical example is pupils with some form of communication skills - such as dysla, balbuties, blubility, dysarthria - or autistic spectrum disorders).
2.5 The suitability of the increase in time for a written examination or a practical test of the profile section is always consulted by the school guidance officer with the school director, inter alia, for the purpose that a pupil with a PUP MZ does not have an unjustified advantage preventing equal access in the assessment of the test result.
3 Rules for adjusting the test documentation
3.1 Pupils in Group 1 and pupils in categories SP-2-N, SP-2-NA and SPUO-2-N work with the test documentation without modification (i.e. on a formal or content basis they do not differ from the test documentation for pupils intact).
3.2 Other pupils in groups 2 and 3 work with a formal or content-adjusted test dossier.
3.2.1. Formal modifications of the test documentation of the common part of the graduation examination
3.2.1.1. Formal modifications consist, for example, of magnifying the font (up to 26 points) and line-entry, dividing the text into shorter units, highlighting keywords, using elements that facilitate page orientation, allowing for writing responses directly into the test workbook.
3.2.1.2. Special format adjustments include transcription to Braille, electronic version for use on PC equipped with tactile or voice output and video recordings of the common part of the graduation exam into the Czech sign language; for the Czech language and literature test, only instructions for working with the test documentation and assignment of tasks are interpreted; for the foreign language test, only passages in the Czech language are interpreted; the math test provides a digital record of the interpretation of the entire test entry into the Czech sign language on CD, which is part of the test book.
3.2.2. Content adjustments to the test documentation of the common part of the graduation exam
3.2.2.1. The content of the tests remains comparable to that of the tests for intact pupils. Exemptions are tasks which are completely excluded from the test assignments for certain groups of pupils due to sensory unavailability (e.g. tasks requiring graphical solutions in pupils with visual impairment or tasks based on hearing perception or linguistic sensitivity in pupils in categories and groups SP-3); Such tasks shall be replaced by other tasks, while replacing tasks shall not change the difficulty and shall, to the extent possible, maintain the content specification of the test.
3.2.2.1.1. Pupils with hearing disabilities (groups 1, 2, 3) do not take part in a foreign language didactic test.
3.2.2.1.2. Pupils in category and group SP-3 conduct modified tests from test subjects Czech language and literature and Foreign language:
a) Czech language in the version for deaf people - the content is close to the exam from the Czech language as a foreign language (including does not contain literature) while taking into account some exceptions for pupils with hearing disabilities (excluding listening, oral examination is carried out in writing);
b) foreign (English) language modified for deaf - it is a modification of the test subject English; the test has a reduced level of difficulty, taking into account exceptions for pupils with hearing disabilities (excluding listening, oral examination is carried out in writing).
3.2.2.2. Content adjustment of the oral examination from Czech language and literature and from foreign language for pupils in the category SPCS who have impaired communication capability (e.g. dyslalia, balbuties, breaching, dysarthria) or who are unable to produce speech by sound; the adaptation is carried out according to the instructions of the Centre and the recommendations of the school advisory establishment. The conditions for the examination are adapted to reflect the educational needs of these pupils and the way they have been taught at primary school and secondary school.
4 Use of compensation aids
4.1 PUP-MZ pupils may use individual compensation aids, the specific list of which is given in the recommendation of the educational institution.
4.2 Compensation aids are designated as aids, instruments and devices which help to mitigate the result of a malfunction or compensate for a completely discarded function. The use of compensation aids must not give the pupil an unjustified advantage in carrying out the test (therefore the compensation aids are not encyclopedia, internet, mobile phone, etc.).
4.3 Compensation devices are distinguished (personal computer including special SW and modified components, optical aids, TV magnifier, additional lighting, recorders, Picht's typewriter, hearing aid, cochlear implant etc.) and didactic devices (dictionary synonym, dictionary of foreign words, dictionary of interpretation, parzoological, valentine or even dictionary of translation etc.); the rules for the use of technical compensation aids are laid down in the Centre's methodological instructions.
4.4 In addition, we distinguish between personal equipment owned by the pupil (special writing equipment, hearing aids, prostheses, etc.), for which the pupil is responsible for the performance of which he is responsible, and those owned by the school for which the school is responsible.
5 Differential assessment of test results
The criteria for assessing the test results of pupils with PUP MZ are the same as those for assessing intact pupils. In the case of pupils who have been awarded the conditions for the completion of the graduation examination (according to the opinion of the school advisory institution and the Centre's methodological instruction), there are exceptions. The Czech language modified for deaf and foreign (English) language modified for deaf have their own evaluation methodology for skipping listening.
6 Assist and Interpretation during the exam
6.1 The teaching assistant is granted to pupils with PUP MZ who, as a result of their handicap, are not able to perform the graduation exam or any part of it, using compensation aids. The role of the assistant is to help the pupil minimise external obstacles and the consequences of disadvantage in the test situation.
6.1.1 A practical assistant - support for a practical assistant is necessary in cases where the pupil's handicap has a serious adverse impact on the self-performance of certain practical tasks required during the graduation exam. The practical assistant assists both in the activities directly related to the actual performance of the graduation exam (assistance at work with the test documentation, etc.) and in other practical tasks (e.g. laying the pupil or helping to self-serve the pupil during individual breaks).
6.1.2 An assistant-reporter - the presence of an assistant-writer is necessary when a pupil cannot write (or writes with great difficulty) as a result of a disadvantage. The assistant-writer writes as instructed by the pupil.
6.1.3 The assistant-subscriber - the support of the assistant-subscriber is necessary in cases where the disadvantage does not allow the pupil (or only with great difficulty) to read the written text and the pupil does not have the possibility to use a voice output PC. The lecturer is the person who reads the text as instructed by the pupil.
6.1.4. Incentive assistant - is present in cases where the pupil's disadvantage causes difficulties in concentration of attention and time orientation, difficulties in completing the work started, etc. The motivating assistant helps maintain the optimal working behaviour of the pupil and his orientation over time.
6.1.5 Assistant-modifier - in the case of instruction on test tasks, it modifies / clarifies language means which the pupil does not understand; This is a specific type of assistance, e.g. for pupils who are deaf in groups 2 and 3 or for pupils with autistic spectrum disorder.
6.2 Technical assistance - Technical assistant is responsible for securing and functioning compensation aids and addressing potential technical problems.
6.3 Interpretation - interpreter interprets into the Czech sign language or from the Czech sign language or into other communication systems for deaf and deaf-blind pupils (i.e. pupils whose scope and character of hearing disability do not allow full communication with spoken language).
Acceptable adaptation of the conditions for conducting tests of the common part of the graduation examination for individual categories and groups of pupils with recognised conditions
| Skupina 1 | Skupina 2 | Skupina 3 | |
|---|---|---|---|
| Tělesné postižení (TP) | Navýšení časového limitu o 75 %; kompenzační pomůcky. | Navýšení časového limitu o 100 %; formální úpravy zkušební dokumentace; obsahové úpravy ve smyslu nahrazení některých úloh, možnost zápisu řešení přímo do testového sešitu; kompenzační pomůcky. | Uzpůsobení stejná jako u skupiny 2 + asistence |
| Zrakové postižení (ZP) | Navýšení časového limitu o 75 %; kompenzační pomůcky. | Navýšení časového limitu o 100 %; formální úpravy zkušební dokumentace (zvětšené písmo velikosti 14, 16, 20, 26 b., Braillovo písmo, elektronická verze); možnost zápisu řešení přímo do testového sešitu; obsahové úpravy (včetně nahrazení některých úloh); kompenzační pomůcky; při ústní zkoušce cizího jazyka žák realizuje pouze úkoly zadané slovně. | Uzpůsobení stejná jako u skupiny 2 + asistence |
| Sluchové postižení (SP) | Navýšení časového limitu o 50 %; kompenzační pomůcky; vyloučen poslech z cizího jazyka. | Navýšení časového limitu o 100 %; formální úpravy zkušební dokumentace; možnost zápisu řešení přímo do testového sešitu; obsahové úpravy (včetně nahrazení některých úloh); kompenzační pomůcky; možnost využití služeb tlumočníka nebo asistenta; vyloučen poslech z cizího jazyka; ústní zkouška z cizího jazyka může být modifikována do písemné podoby. N - navýšení časového limitu o 100 %; zkušební dokumentace bez úprav; kompenzační pomůcky; možnost využití služeb tlumočníka nebo asistenta; vyloučen poslech z cizího jazyka; ústní zkouška z cizího jazyka může být modifikována do písemné podoby. | Uzpůsobení stejná jako u skupiny 2 + konání modifikované zkoušky z českého jazyka a cizího (anglického) jazyka pro neslyšící + tlumočení českého znakového jazyka |
| Specifické poruchy učení a ostatní (SPUO) | Navýšení časového limitu o 25 %; kompenzační pomůcky. | Navýšení časového limitu o 50 %; formální úpravy zkušební dokumentace; případně obsahové úpravy, možnost zápisu řešení přímo do testového sešitu; kompenzační pomůcky. N - navýšení časového limitu o 50 %; zkušební dokumentace bez úprav; kompenzační pomůcky. | Navýšení časového limitu o 100 %; ostatní uzpůsobení stejná jako u skupiny 2 + asistence (netýká se žáků se SPU) |
| “. | |||
35. Annexes 7 and 8 shall read as follows:
"Annex No 7 to Decree No. 177 / 2009 Coll.
Příloha č. 8
Annex No 8 to Decree No. 177 / 2009 Coll.
Application for examination of 1 common part test in the course of the test period: 2
"
Transitional provision
Until 30 September 2019, the form referred to in Section 50a of Decree No. 177 / 2009 Coll., as effective before the date of entry into force of the Decree, may be used.
Efficacy
This Decision shall enter into force on 1 November 2018.
Minister for Education, Youth and Sports:
Ing. Plaga, Ph.D., v. r.
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Regulation Information
| Citation | Decree No. 232 / 2018 Coll., amending Decree No. 177 / 2009 Coll., on the Closer Conditions for Termination of Secondary School Education, as amended |
|---|---|
| Regulation Type | - |
| Author | - |
| Collection | Code of Laws |
| Date of Promulgation | 18.10.2018 |
|---|---|
| Effective from | 01.11.2018 |
| Effective until | - |
| Status | Valid |
The regulation text is for informational purposes only.
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