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COMMUNICATION OF INFORMATION BETWEEN FOSTERS AND PEDAGOGICAL STAFF IN THE CZECH REPUBLIC
Abstract
Until September 2017, only children who had a diagnosis were entitled to help and support in education in the Czech Republic. Whether the amendment to the Education Act is criticized by experts, it has mainly brought comprehension to Czech education. Not only in its theoretical level, it should offer and, of course, provide support and training aid to all who need it. One of the groups that did not apply to the original section 16 on special educational care was also a group of children living in substitute family care. Children living in foster families are children who may be in a difficult situation during their lives, and this is often accompanied by the transition to alternative family care. Everything they have gone through or traversed can be reflected in their education. Is it common for the child and the whole family to be supported by the school? How does the school support and communicate with foster parents? How do foster parents communicate with teaching staff? The article was based on the project Research of selected parameters of communication, language and orofacial processes from the logopedic point of view.
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