Inclu SMe conference Nitra 28 8 2018 Could

Inclu. SMe conference Nitra, 28. 8. 2018 Could be inclusive education exclusive? prof. RNDr. Josef Molnár, CSc. KAG PřF UP Olomouc

(my personal) motivation • - Mega Plead Would it be possible to save special education in our country and cancel inclusion? Whatever I am trying to do, there are still children, leaving inclusive classroom and know little as they can learn at a special school. In addition, we do not have information on how to work with children with LMD. And I'm not talking about the fact that child is not accepted by the team, she is not tolerate and the children let her only survive. I already screamed, and now, when I write it, I cry again, because it is totally wrong for the child. If it does not change, I have to leave because I really do not know how to continue. . . Eliška (Czech female first name) e-mail October 6 th 2017

Inclusion yes or no?

Inclusion yes or no? It is normal to be different. Richard von Weizsäcker

Inclusion yes or no? Pupils with hearing disorder in CZ. It is normal to be different. Richard von Weizsäcker Michalík 2017

Inclusion yes or no? Pupils with hearing disorder in CZ. It is normal to be different. Richard von Weizsäcker Michalík 2017 Law No. 561/2004 Sb. (and its supporting acts)

- Different concepts of inclusion: - integration, ie. the opposite of segregation, improved integration, - a state where one is born into a society that accepts its distinction, so it is "normal to be different. - "integration / inclusion = joint education - Inclusive pedagogy deals with the possibilities of optimal education of children with disabilities, disturbances and threats in the conditions of ordinary schools.

Factors influencing the success of inclusive education - family and parents - school and teachers - class collectives - means of special educational support - other (eg. architectural design of buildings, etc. )

Inclusion and pedagogical beliefs of Czech teachers Greger 2015

Inclusive education in the conditions of Czech schools, 2015

School readiness for pupils with special needs education Michalík 2018

Research conclusions: Czech teachers in mainstream schools are not prepared to create a supportive environment for all pupils and to have high expectations.

Research conclusions: Czech teachers in mainstream schools are not prepared to create a supportive environment for all pupils and to have high expectations. Why? Insufficient declaration of public interest in the field of education → insufficient funding for education → low salaries of teachers → falling interest in the study of teaching

Research conclusions: Czech teachers in mainstream schools are not prepared to create a supportive environment for all pupils and to have high expectations. Why? Insufficient declaration of public interest in the field of education → insufficient funding for education → low salaries of teachers → falling interest in the study of teaching If horse breeders are better paid than child educators, the village will not bloom. K. H. Borovský

INCLUSION IN PRACTICE GUIDELINES FOR TEACHERS I took a sample Pedagogical Support Plan and attributed what I think about it (Olina ZŠ, Litovel 2018): Choose interpretation methods associated with visualization and practical application options. I'm this doing for everyone. Instead of answering questions, choose the tests and fill-in-forms. In mathematics, I find it mostly inefficient. Engage partner learning. I do it normally, but I do not want to do it at the expense of the development of the better ones. In group work, determine the role of the pupil. It does not work n practice, Weaker pupil is doing less ussually. Move the pupil to the front bench. I do not have so many front benches. Enhance home schooling at school. Like doing homework at school? Use computer. I have one computer in the classroom.

Teacher assistant experience (AP) I am an AP (Ivana MŠ, Litovel 2018). In kindergarten I supervise boy with behavioral disorder, I knew earlier. So I have the opportunity to monitor his development and I have to say that he is making surprising advances. So yes, assistants play a significant role, although I did not believe much in it in the past. Within the framework of the qualification course for teachers' assistants there was also a shorter lecture of the lecturer and the director of the elementary school. The lecture was strong for inclusion. However, when the course participants asked what inclusion is beneficial to mentally handicapped children, the lecturer was unable

Project outputs Systemic support for inclusive education in the Czech Republic (2013 -2015) - Catalogs of support Standard work AP Methodology AP Accredited AP program DVPP Courses Analyzes, research proposals

Cooperation with parents Some parents are reasonable, pupils are modest and can be properly arranged and adapted to the situation. However, the opposite is the case when parents underestimate the health status of their child and recommendations of doctors and try to avoid any

Effective collaboration with parents especially with parents of children from a socially excluded environment: 1. Even a minority of parents involved is a success. 2. Repeat anything new, even if it is not interested at first. 3. Map the background of the pupil family. 4. Offer help to families even in out-of-school matters/problems. 5. Ask parents for help (minor fix, event organization). 6. To meet the interests of both children and parents. 7. The tripartite meeting: teacher - pupil – parents. 8. School marketing and promotion. Janská 2010

Roma pupils are special group Titzl, 2018

The concept of supporting the development of talents and care for gifted MŠMT in the period of years 2014 – 2020 - a group of exceptionally gifted people for the first time legislatively defined (an amendment to the Education Act valid from 1. January 2004 and act č. 73/2005 Sb. ) - the possibilities of education and support of gifted pupils are defined in the legislation of the department of education but they are not included in the normative system of financing - The Czech Republic does not have a national strategy for gifted pupils care.

The concept of supporting the development of talents and care for gifted MŠMT in the period of years 2014 – 2020 - a group of exceptionally gifted people for the first time legislatively defined (an amendment to the Education Act valid from 1. January 2004 and act č. 73/2005 Sb. ) - the possibilities of education and support of gifted pupils are defined in the legislation of the department of education but they are not included in the normative system of financing - The Czech Republic does not have a national strategy for gifted pupils care. Every spirit must have material lining. Jan Werich

Improving the gifted care system currently hinders (2014): � insufficient interconnection of individual activities, � Little awareness of their specific problems, � uncertainty about financing support measures for gifted, � insufficient preparation of teachers for their education, � little interest of teachers in this content area of DVPP (generality). � Different approaches of individual regions, � Variability of long-term goals.

Coordinated interdisciplinary care system for talented people in Czech Republic

Thematic Report of the Czech School Inspectorate – kindergartens and elementary schools Education of gifted, talented and exceptionally gifted children and pupils https: //www. csicr. cz/Csicr/media/Prilohy/PDF_el. _publikace/Tematick%c 3%a 9%20 zpr%c 3%a 1 vy/201 6_TZ_vzdelavani_nadanych. pdf - the identification of exceptionally gifted children occurs only in 9% kindergartens, - 31% of the elementary school has a teacher responsible for coordinating the care of gifted pupils, - 21% of elementary schools have implemented a project aimed at supporting talent in the last five years, - 9, 8% of primary school teachers participated in some of the training activities of the PD in the field of talent support.

Czech School Inspectorate – Sceondary Schools - On 36% of secondary schools have been implementing a project to support talent in the last five years, - 7. 5% secondary schools systematically collaborated with some school counseling facility in relation to gifted pupils, - 59% of secondary schools co-operate with universities in the case of care of talented or extraordinary talented pupils.

Forms of work used in teaching (exceptionally) gifted pupils - share of schools in% 3, 5 8, 5 15, 7 16, 5 34, 8 36, 9 48, 5 50, 3 54, 6 60, 4 80, 6 we do not use any of these forms of work Acceleration Inquiry based learning group teaching of gifted pupils professional traineeships optional seminars pupil projects professional interest activities (eg circles) professional excursions extension of curriculum competitions

Czech School Inspectorate Conclusions The area of support and education for gifted, talented and exceptionally talented pupils is still at an early stage in schools. Compared to the education of children and pupils with special educational needs, this area is less accented in the practice of schools and much less elaborated.

Decree No. 27/2016 Decree on the education of pupils with special educational needs and gifted pupils - For gifted pupils, the head teacher can create groups that educate pupils of the same or different grades of school in some subjects. - Gifted pupils can, in accordance with the development of their schooling skills, extend the content of education beyond the scope of the relevant curriculum, or allow participation in higher education. - Gifted pupils may, at the same time, with the approval of the directors of the relevant schools, train at the same time as

Russia: Eight principles of inclusive education https: //ria. ru/spravka/20120903/741880407. html - The value of a person does not depend on his/her abilities and achievements. - Every human being is able to feel and think. - Everyone has the right to communicate and to be heard. - People need each other. - Real education can take place only in the context of genuine relationships. - All of us need the support and friendship of the peers. - Anyone who learns can progress more by what he can do than what he can not do. - Diversity strengthens all aspects of human life. (Vladimír VŠ, Litovel 2018)

Eine Schule für alle – Inklusion schaffen wir* https: //leidmedien. de/aktuelles/inklusion-schule/ Congress of experts held on 8 -10 September 2017 formulated the following central requirements: - provide personnel and financial resources, - improve further education for teachers, - people with disabilities and parents must be included in the process. (“wir schaffen das“ in the meaning of "we can handle" is also part of the familiar slogan of German Chancellor Merkel on immigrants. ) (Vladimír VŠ, Litovel 2018)

References: Greger, D. ; Simonová, J. ; Straková, J. (2015): Spravedlivý start? Nerovné šance v předškolním vzdělávání a při přechodu na základní školu. Praha: UK, 2015. Janská, I. a kol. : Krok za krokem k inkluzi. Praha: Člověk v tísni, 2010. též https: //www. varianty. cz/download/docs/103_krok-za-krokem-k-inkluzi. pdf Michalík, J. : Vzdělávání žáků se SVP v současnosti – je inkluzí? Uherský Brod, 27. 11. 2017. Michalík, J. a kol. : Postoje pedagogických pracovníků k vybraným aspektům společného vzdělávání. Olomouc: UP, 2018. Titzl, B. : K tabuli půjde žák 01 M 0 T 00. LN, 4. 8. 2018 Vyhláška č. 27/2016 Sb. Zákon č. 561/2004 Sb. https: //leidmedien. de/aktuelles/inklusion-schule/ https: //ria. ru/spravka/20120903/741880407. html https: //www. csicr. cz/Csicr/media/Prilohy/PDF_el. _publikace/Tematick%c 3%a 9%20 zpr%c 3%a 1 vy/2016_TZ_vzdelavani_ nadanych. pdf http: //osvetovabeseda. cz/wp-content/uploads/2016/11/p%C 5%99%C 3%ADru%C 4%8 Dka-provyu%C 4%8 Duj%C 3%ADc%C 3%AD-nov%C 3%A 1. pdf http: //www. inkluze. upol. cz/portal/vystupy/ http: //www. msmt. cz/vzdelavani/spolecne-vzdelavani-1 Výstupy semináře Pregraduální příprava učitelů přírodovědných předmětů a inkluze. Litovel, červenec 2018.

Thank you for your attention Undertaken within the framework of the development project of the Ministry of Education, Youth and Sports of Czech Republic: Modern trends in education in pregradual preparation of future pedagogical staff at the Palacky University in Olomouc.