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Lecturer(s)
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Course content
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- Theoretical basis of inclusion (goals, methods and procedures). - Individualization, differentiation, integration and inclusion. - Laws, regulations and guidelines in relation to inclusive education. - Degrees of support measures in primary education. - Dimensions and indicators of inclusive education, change in the traditional understanding of primary school functions. - A pupil with special educational needs and his/her development in primary school conditions. - Gifted pupil and his/her development in the conditions of an inclusive primary school. - Social heterogeneity as a characteristic of an inclusive school. - Educational needs of primary school pupils in the concept of inclusive education. - Modification of educational methods and didactic procedures in relation to inclusive education. - Involvement of parents in school events as a condition for inclusive education. - The teacher and his competences in relation to inclusive education in primary school. - Signs of school quality in relation to inclusive education.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing)
- Preparation for course credit
- 15 hours per semester
- Participation in classes
- 28 hours per semester
- Term paper
- 17 hours per semester
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| prerequisite |
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| Knowledge |
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| Unspecifed |
| Unspecifed |
| learning outcomes |
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| to define the knowledge in the field of inclusive education in the conditions of primary education |
| to define the knowledge in the field of inclusive education in the conditions of primary education |
| explain the concepts of individualization, differentiation, integration and inclusion in the context |
| explain the concepts of individualization, differentiation, integration and inclusion in the context |
| characterise the levels of support measures in primary education |
| characterise the levels of support measures in primary education |
| describe the legislative system of education of pupils with special educational needs |
| describe the legislative system of education of pupils with special educational needs |
| introduce the approach to pupils with special educational needs in the inclusive school model |
| introduce the approach to pupils with special educational needs in the inclusive school model |
| Skills |
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| modify educational methods and didactic practices in relation to inclusive education |
| modify educational methods and didactic practices in relation to inclusive education |
| assess the quality of the school in relation to inclusive education according to the typical features |
| assess the quality of the school in relation to inclusive education according to the typical features |
| propose dimensions and indicators of inclusive education |
| propose dimensions and indicators of inclusive education |
| clarify and distinguish the concepts of individualisation, differentiation, integration and inclusion |
| clarify and distinguish the concepts of individualisation, differentiation, integration and inclusion |
| apply strategies for working with pupils with special educational needs in relation to their individuality |
| apply strategies for working with pupils with special educational needs in relation to their individuality |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Written examination |
| Written examination |
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Recommended literature
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Bartoňová, M., et al. (2022). Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. Brno: Masarykova univerzita.
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Bartoňová, M. (2014). Inkluzivní didaktika v základní škole se zřetelem na edukaci žáků s lehkým mentálním postižením. Brno: Masarykova univerzita.
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Kasíková, H., & Straková, J. (2011). Diverzita a diferenciace v základním vzdělávání. Praha: Pedagogická fakulta UK.
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Lechta, V. (Ed.). (2016). Inkluzivní pedagogika. Praha: Portál.
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Lechta, V., et al. (2010). Základy inkluzivní pedagogiky: Dítě s postižením, narušením a ohrožením ve škole. Praha: Portál.
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Mrázková, J. (2020). Inkluzivní vzdělávání pohledem vedení škol a školních speciálních pedagogů. Praha: Univerzita Karlova, Pedagogická fakulta.
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Němec, Z., Květoňová, L., & Hájková, V. (2024). Školní speciální pedagog v perspektivě inkluzivního vzdělávání. Praha: Pedagogická fakulta Univerzity Karlovy.
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Slowík, J. (2022). Inkluzivní speciální pedagogika. Praha: Grada.
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Šíp, R., et al. (2022). Na cestě k inkluzivní škole. Brno: Masarykova univerzita.
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Vaďurová, H., & Pančocha, K. (2023). Inclusive education in the Czech Republic: A scoping review of a paradigm shift. European Journal of Education, 58(2), 245?266.
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Vorlíček, J. (Ed.). (2020). Jak se daří inkluzi u nás a na Slovensku. Praha: Wolters Kluwer.
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Zilcher, L., & Svoboda, Z. (2019). Inkluzivní vzdělávání: Efektivní vzdělávání všech žáků. Praha: Grada.
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