摘要：AbstractEducation of children with disability relies directly on objective, independent and standardized assessment of degree (profundity) of their special educational needs. Following report brings selected results of conditions under which School Counselling Organizations aimed at children with special educational needs in the Czech Republic function. Data were gained during one-year measurement. The aim is to present information about system (content, organization, methodology) aspects which do (not) help to objective and standardized assessment of special educational needs. The article focuses on functioning of 120 Special Education Centres for pupils with six different disorders/disabilities: mental, physical, visual, auditory, speech disorders, autism spectrum disorders situated in the Czech Republic. Authors of the paper introduce statistically significant differences in functioning of School Counselling Organizations in the Czech Republic shown in process of diagnosing special educational needs in children and pupils of the target group. Further on the research paper vindicates significant differences in content and territorial functioning of School Counselling Centres focused on individual disability.
