Inclusion of Tallented Children (Pupils) In the Current Czech Education System

2020 ◽  
Vol 12 (1) ◽  
pp. 54-68
Author(s):  
Lenka Gulová ◽  
Stanislav Střelec
Keyword(s):  
Inclusive Education ◽  
Special Educational Needs ◽  
Cognitive Dimension ◽  
The Czech Republic ◽  
The Social ◽  
Intellectual Abilities ◽  
The Status ◽  
The Individual ◽  
Educational Potential ◽  
Insight Into

When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child’s development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources.

scholarly journals THE ATTITUDES OF STUDENTS IN BULGARIA AND THE CZECH REPUBLIC TOWARDS PEOPLE WITH SPECIAL EDUCATIONAL NEEDS

2018 ◽  
Vol 6 ◽  
pp. 728-733
Author(s):  
Margarita Ruseva ◽  
Vesela Kazashka
Keyword(s):  
Czech Republic ◽  
Direct Contact ◽  
People With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Czech Republic ◽  
The Public ◽  
The People ◽  
The Social ◽  
The Individual

The paper is covering a survey aimed to find out what is the publicity and the interest of society in people with disabilities, what is the public attitude of students towards this stigmatized group of people, are there any already formed stereotypes and positive stigmas of the people with disabilities, how to achieve their overall integration into society, i.e. starting from the family, through university and finally at work.   We carried out surveys (questionnaires) among students from the Czech Republic and Republic of Bulgaria, as for this purpose we interviewed 100 students from both countries.This work reviews the concept of a relation between people with disabilities and the students, and the positive attitude of the latter for the purpose of integration into society. This survey uses several statistical methods. This fact increases its value and in great extent increases the possibilities of obtaining adequate and credible results. As a result of the survey, we determined the following: Direct contact with people with special educational needs is more influential both for people with disabilities and for the change of attitudes towards them. Overcoming the problem with the socialization and realization of the people with disabilities, both in public and personal aspect are a positive stigma which is a motivator and generator of new attitudes. Positive stigma, positive examples and direct contact are catalysts of the social processes related to people with disabilities and stimulate attitudes of the society and the individual.

Social Participation in Inclusive Classrooms: Empirical and Theoretical Foundations of an Intervention Program

2015 ◽  
Vol 14 (3) ◽  
pp. 375-388 ◽  
Author(s):  
Ariana Garrote ◽  
Rachel Sermier Dessemontet
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Social Participation ◽  
Intervention Program ◽  
Special Educational Needs ◽  
Regular Group ◽  
The Social ◽  
The Individual ◽  
Socially Excluded ◽  
General Education Classrooms

Improving the social participation of children with special educational needs (SEN) is one of the central goals of inclusive education. However, studies consistently show that children with SEN included in general education classrooms are at risk of being socially excluded by their peers. Interventions are required to promote every child’s social participation. This article reviews skill-based, environment-based, and multicomponent interventions promoting the social participation of children with SEN included in general education classrooms. It then describes a multicomponent intervention program encompassing intervention strategies taking place at the individual, group, and teacher level. A first strategy is to provide pupils with opportunities to learn social skills in peer learning dyads. A second aims at forging a common group identity by holding regular group meetings to discuss common social goals. A third consists of supporting teachers to improve their feedback.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Genrens tøven

2007 ◽  
Vol 35 (103) ◽  
pp. 108-137
Author(s):  
Carsten Sestoft
Keyword(s):  
Seventeenth Century ◽  
The Novel ◽  
Book Market ◽  
English Novel ◽  
The Social ◽  
The Status ◽  
Historical Semantics ◽  
History Of ◽  
Insight Into ◽  
Or History

Romanens status i det 17. århundredes Frankrig The hesitations of a genre: The status of the novel in seventeenth-century FranceIn answering the question: What was the novel in seventeenth-century France? – this article provides insight into some important points of the early history of the genre. The contradiction between its non-existence in official (Aristotelian) poetics and its existence as a popular commodity on the book market was, in the course of the seventeenth century, reconciled in the emergent category of belles lettres as a plurality of genres mainly defined by their public of honnêtes gens, while attempts at legitimizing the novel as belonging to such Aristotelian genres as epic or history generally failed; and at the end of the century a number of convergences – between epic and novel, between the designations roman and nouvelle, and between the ‘high’ and ‘low’ forms of the novel – seem to point to the fact that the social existence of the genre had been strengthened, even if it was the English novel of the eighteenth century that could be said to reap the profits of this stronger position. Using historical semantics and cultural sociology to study the status of the novel in seventeenth-century France thus leads to a clearer understanding of the specificity of the novel as a literary and cultural genre.

scholarly journals Pedagogical conditions for the formation of counteraction to stressful phenomena in educational institutions

2021 ◽  
pp. 69-77
Author(s):  
Г.А. Арсаханова
Keyword(s):  
Skin Diseases ◽  
First Graders ◽  
Behavioral Disorder ◽  
Educational Institutions ◽  
Daily Routine ◽  
The Social ◽  
The Status ◽  
The Individual ◽  
And Control ◽  
Psychosomatic Diseases

Жизнедеятельность школьника полна проблем, решение которых приводит к стрессовым ситуациям. Прежде всего, это изменение социального статуса и изменение дошкольной деятельности ребенка на учебную. Статус школьника требует больше обязанностей, ответственности, дисциплинированности, структурированности режима дня, контроля собственных поступков. Даже в самом продуманном и хорошо налаженному жизни случаются ситуации, которые негативно влияют на детей и приводят к стрессу. Первоклассники не всегда готовы к таким изменениям, что вызывает ряд психофизиологических и поведенческих проявлений. В состоянии стресса поведение ребенка дезорганизовывается, наблюдаются неконтролируемые движения, определенные речевые отклонения, появляются эмоции, не соответствующие культуре взаимоотношений. Стресс – это сильное проявление эмоций вызывает комплексную физиологическую реакцию, это состояние душевного и поведенческого расстройства, связанного с неспособностью личности целесообразно действовать в соответствующих ситуациях. Из-за недостаточной сформированности эмоциональной сферы в школьном возрасте при частых стрессовых ситуациях у ребенка исчезает аппетит, наступает депрессия, снижается интерес к учебе, общению, наступает апатия. Стрессовые ситуации негативно сказываются на здоровье школьника, у ребенка появляется целый «букет» опасных психосоматических заболеваний: мигрень, гипертония, астма, артрит, аллергия, диабет, кожные болезни и тому подобное. The student's life is full of problems, the solution of which leads to stressful situations. First of all, this is a change in the social status and a change in the preschool activity of the child to the educational one. The status of a student requires more responsibilities, responsibility, discipline, structured daily routine, and control of one's own actions. Even in the most thoughtful and well-established life, there are situations that negatively affect children and lead to stress. First-graders are not always ready for such changes, which causes a number of psychophysiological and behavioral manifestations. In a state of stress, the child's behavior is disorganized, uncontrolled movements are observed, certain speech deviations appear, emotions that do not correspond to the culture of relationships. Stress-this strong manifestation of emotions causes a complex physiological reaction, this is a state of mental and behavioral disorder associated with the inability of the individual to act appropriately in appropriate situations. Due to the lack of formation of the emotional sphere at school age, with frequent stressful situations, the child's appetite disappears, depression sets in, interest in learning, communication decreases, and apathy sets in. Stressful situations negatively affect the health of the student, the child has a whole "bouquet" of dangerous psychosomatic diseases: migraine, hypertension, asthma, arthritis, allergies, diabetes, skin diseases, and the like.

TEACHING ABOUT MENTAL SUBNORMALITY TO THE MEDICAL STUDENT AND PHYSICIAN: A CONFERENCE REPORT

PEDIATRICS ◽  
1963 ◽  
Vol 31 (1) ◽  
pp. 146-150
Author(s):  
Hilda Knobloch
Keyword(s):  
Mental Retardation ◽  
Medical Student ◽  
Mental Deficiency ◽  
Conference Report ◽  
World Health ◽  
Physician Education ◽  
The Social ◽  
Intellectual Abilities ◽  
The Individual ◽  
Mental Subnormality

MENTAL SUBNORMALITY is defined officially by the World Health Onganization as incomplete or insufficient general development of the mental capacities. It has two components: mental deficiency and mental retardation. Mental retardation is present when the social and educational performance is lower than that expected from a knowledge of intellectual abilities. Mental deficiency is diminution of the mental capacities themselves as a result of pathological processes. Individuals with organic disease of the brain may have additional impairment of intellectual functioning as the result of adverse environmental circumstances. It seems clean that advances in medical care have resulted in increasing survival of infants with brain damage, and more attention is being paid to the problem of subnormal mental functioning as well as to other neuropsychiatric disabilities. The American Academy of Pediatrics has reflected this increased interest by organizing a Section on Child Development and appointing a group to study formation of a separate Committee on Mental Retardation. The forthcoming report of the President's Panel on Mental Retardation will undoubtedly include consideration of the role of the official pediatric organizations as well as that of the individual pediatrician. In 1957 a conference on Teaching Mental Retardation in Medical Education was held. As its name implies, it was restricted to the problems of physician education. However, the relationship between physicians and other professionals concerned with providing services to the mentally subnormal was not considered. The report represents the consensus of members of the conference as to the most fruitful approach to engaging the interest of the physician, from the time he starts as a medical student, and mobilizing it in the most constructive fashion.

scholarly journals Rural households in the stratification system of the Slovak society

2008 ◽  
Vol 53 (No. 8) ◽  
pp. 359-369
Author(s):  
D. Moravčíková ◽  
M. Hanová ◽  
K. Klimentová
Keyword(s):  
Survey Research ◽  
Empirical Data ◽  
Rural Households ◽  
The Social ◽  
The Status ◽  
Slovak Society ◽  
Stratification System ◽  
Regional Position ◽  
The Individual

This report deals with the problems of the status of rural households in the stratification system of the post-socialist Slovak society. The authors take as the basis the concept of associated classification and knowledge about the trends in the development of the social structure of Slovak society in the transformation period. The processing of empirical data from the survey research of rural households in three districts served as an example to compare the classification of households within the economic and socio-cultural lines by the means of the selected indicators. The analysis refers to the inconsistency of the stratification of rural households according to the economic and income statuses as well as education, population and socioeconomic qualities which are significantly conditioned by the regional position and situation. The representative types of rural households for the individual social strata are characterized in the conclusions. They are characterized with regard to the used criteria.

scholarly journals School and Educational Objectives of the Interwar Period in the 1st Czechoslovak Republic

2021 ◽  
Vol 7 ◽  
pp. 349-364
Author(s):  
Mária Potočárová
Keyword(s):  
Interwar Period ◽  
Family Education ◽  
Reform Movements ◽  
The Czech Republic ◽  
Social Events ◽  
The Social ◽  
The Press ◽  
The Family ◽  
History Of ◽  
Insight Into

The paper has the ambition to map the social and political situation in Slovakia in the period between the two world wars which had impact on the situation of families and education. After the establishment of a common state of Czechs and Slovaks – the 1st Czechoslovak Republic (1918), there were new conditions for reform movements and ideas of pedagogical thinking. The study is focusing on social events and transformations that guide the school system and education. The paper analyses specifically, what inspired the education and practical functioning of schools in Slovakia in this new state formation of the multinational Republic. The obtained picture tells about the state of reforms in education with its penetration into also into the family education pattern in Slovakia is partially compared with the conditions in the Czech Republic. The educational and upbringing objectives of this period are presented through the statements of historical documents, from a review of available educational literature and the press. We also deal with the question, what ideological ideas of the interwar years had an impact on the setting of goals and in family education. What did parents follow in their daily upbringing at the beginning of the 20th century and in the era between the two world wars? The paper, therefore, gives also the insight into the history of everyday life of Slovak families and into the family education in the interwar period.

scholarly journals Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

scholarly journals Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

Sign in / Sign up

Export Citation Format

Share Document