|
Lecturer(s)
|
|
|
|
Course content
|
1. Terminological introduction to inclusive pedagogy. 2. Legislation and key policy documents in the process of inclusion. 3. Educational needs of pupils at the first stage of primary school from an inclusive perspective. 4. Individualization and differentiation in the educational process within an inclusive environment. 5. The Index for Inclusion. 6. Cooperation between schools and school counselling services. 7. Actors involved in the inclusive process in primary schools. 8. Lesson planning in the context of inclusive education. 9. Individual Education Plan (IEP). 10. Plan of Pedagogical Support. 11. Support measures. 12. Assessment strategies in an inclusive school. 13. Material and non-material teaching aids in an inclusive school. 14. Examples of good practice, case studies.
|
|
Learning activities and teaching methods
|
- Participation in classes
- 28 hours per semester
- Preparation for examination
- 30 hours per semester
- Home preparation for classes
- 15 hours per semester
- Term paper
- 17 hours per semester
|
| learning outcomes |
|---|
| Knowledge |
|---|
| define knowledge from the field of inclusive education in the context of primary education explain the concepts of individualization, differentiation, integration, and inclusion in their interrelations characterize the levels of support measures in primary education describe the legislative framework for the education of pupils with special educational needs present approaches to pupils with special educational needs within the model of an inclusive school |
| define knowledge from the field of inclusive education in the context of primary education explain the concepts of individualization, differentiation, integration, and inclusion in their interrelations characterize the levels of support measures in primary education describe the legislative framework for the education of pupils with special educational needs present approaches to pupils with special educational needs within the model of an inclusive school |
| Skills |
|---|
| modify educational methods and instructional approaches in relation to inclusive education assess the quality of a school in relation to inclusive education based on its typical characteristics propose dimensions and indicators of inclusive education clarify and distinguish the concepts of individualization, differentiation, integration, and inclusion apply strategies for working with a pupil with special educational needs with regard to their individuality |
| modify educational methods and instructional approaches in relation to inclusive education assess the quality of a school in relation to inclusive education based on its typical characteristics propose dimensions and indicators of inclusive education clarify and distinguish the concepts of individualization, differentiation, integration, and inclusion apply strategies for working with a pupil with special educational needs with regard to their individuality |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecturing |
| Lecturing |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| E-learning |
| E-learning |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Skills |
|---|
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Students working in pairs |
| Students working in pairs |
| Individual work of students |
| Individual work of students |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
|---|
| Knowledge |
|---|
| Written examination |
| Written examination |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
|
Recommended literature
|
-
Bartoňová, M. et al. (2013). Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. .
-
Hájková, V., & Strnadová, I. Inkluzivní vzdělávání. Grada., 2010.
-
Chvál, M. a kol. (2012). Školy na cestě ke kvalitě. .
-
Kratochvílová, J. (2013). Inkluzivní vzdělávání v české primární škole: teorie, praxe, výzkum. .
-
Lechta, V. et al. (2010). Základy inkluzivní pedagogiky. Dítě s postižením, narušením a ohrožením ve škole. .
-
Polechová, P. (2005). Jak se dělá "Škola pro všechny". .
-
Šíp, R. et al. (2022). Na cestě k inkluzivní škole. .
-
Vorlíček, R. (2019). Jak se daří inkluzi u nás a na Slovensku. .
-
Zilcher, L., & Svoboda, Z. (2019). Inkluzivní vzdělávání: Efektivní vzdělávání všech žáků. .
|