PT Journal
AU Nemec, Z
   Strnadova, I
   and Vanda Hajkova, L
TI DELIVERING DIRECT SUPPORT IN INCLUSIVE EDUCATION: SCHOOL SPECIAL EDUCATORS' PRACTICE PATTERNS IN CZECH MAINSTREAM SCHOOLS
SO EduPort
PY 2026
VL 10
IS 1
DE special educational needs; school special educators; inclusive education; direct support delivery; mainstream schools
AB While school special educators have been legislatively established in the Czech Republic for many years, no research has systematically examined their practice patterns. This mixed-methods study surveyed 439 school special educators, combining structured questions with open-ended responses analysed using descriptive and inductive thematic analysis. School special educators predominantly work with students with specific learning disabilities (96.4%), speech and language impairments (60.1%), and behaviours that challenge others (49.2%). Three-quarters regularly support students from non-Czech language backgrounds and those experiencing social disadvantage, indicating their role extends beyond traditional disability categories. Individual special educational support constitutes their core function, with 88.6% providing weekly direct services through a systematised model characterised by small-scale provision (one-on-one or maximum four students), flexible scheduling (during or after class), and differentiated content based on student needs. These findings challenge international trends toward consultative models, demonstrating that direct support can be systematically integrated into mainstream education while maintaining collaborative practice. Results indicate the considerable importance of school special educators in Czech inclusive education with implications for professional training and policy development.
ER