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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. - Teacher's reflection on teaching (analysis of demonstration lessons in relation to the principles of 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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| Analysis of educational material |
| Analysis of educational material |
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Recommended literature
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Hájková, V., & Strnadová, I. Inkluzivní vzdělávání. Praha: Grada, 2010.
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Chvál, M. a kol. Školy na cestě ke kvalitě. Praha: NÚV, 2012.
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Kalhous, Z., Obst, O. a kol. Školní didaktika. 2002.
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Kasíková, H., &Straková, J. Diverzita a diferenciace v základním vzdělávání. Praha: Karolinum, 2011.
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Kratochvílová, J. Inkluzivní vzdělávání v české primární škole: teorie, praxe, výzkum. Brno: Masarykova univerzita, 2013.
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Lechta, V. et al. Základy inkluzivní pedagogiky. Dítě s postižením, narušením a ohrožením ve škole.. Praha: Portál, 2010.
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Machů, E. Nadaný žák.. Brno: Paido., 2010.
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Pacholík, V. (Ed.), Lipnická, M., Machů, E., Leix, A., & Nedělová, M. Specifika edukace dětí se speciálními vzdělávacími potřebami v mateřských a jiných školách. Zlín, 2015.
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Polechová, P. Jak se dělá "Škola pro všechny". Kladno: Aisis, 2005.
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Průcha, J. Alternativní školy a inovace ve vzdělávání. Praha: Portál, 2004.
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