PaedDr. Miroslava SalavcováPaedDr. Miroslava SalavcováResearchResearch Institute of Education in Institute of Education in PraguePrague

Teacher EducationTeacher Educationfor Inclusionfor Inclusion

Spain Spain 8. – 11. 5. 2011 8. – 11. 5. 2011

Czech education systemCzech education system

Inclusion in the Czech RepublicInclusion in the Czech Republic

Main principles and prioritiesMain principles and priorities

Presentation structurePresentation structure

compulsory school attendance since 1774compulsory school attendance since 1774

nine years, usually ages 6 - 15nine years, usually ages 6 - 15

secondary education – final examinationssecondary education – final examinations

tertiary education – entrance examstertiary education – entrance exams

special schools – a part of the overall special schools – a part of the overall educational systemeducational system

mainstream schools – opened for pupils with mainstream schools – opened for pupils with

Czech education systemCzech education systemcompulsory school attendance since 1774compulsory school attendance since 1774

nine years, usually ages 6 - 15nine years, usually ages 6 - 15

secondary education – final examinationssecondary education – final examinations

tertiary education – entrance examstertiary education – entrance exams

special schools – a part of the overall special schools – a part of the overall educational systemeducational systemmainstream schools – opened for pupils with mainstream schools – opened for pupils with special educational needsspecial educational needs see

Strengthening the self esteem of teachers, their competences Strengthening the self esteem of teachers, their competences and responsibility to teach all children in a class successfully.and responsibility to teach all children in a class successfully.

Breaking the belief of teachers that including children with Breaking the belief of teachers that including children with special needs into a mainstream class will distract the other special needs into a mainstream class will distract the other students.students.

Changing the pattern of treating inclusive education as Changing the pattern of treating inclusive education as integrative education – teachers do have the knowledge for integrative education – teachers do have the knowledge for diverse teaching approaches and methods however they are diverse teaching approaches and methods however they are rather reluctant to use them in practise.rather reluctant to use them in practise.

Lack of a clear policy for the professional development Lack of a clear policy for the professional development of teachers and a lack of systematic in-service training of teachers and a lack of systematic in-service training for teaching pupils with special and diverse needs.for teaching pupils with special and diverse needs.

Inclusion in the Czech Inclusion in the Czech RepublicRepublic

social cohesionsocial cohesion

life skillslife skills

multicultural diversitymulticultural diversity

school of allschool of all

curricula adaptationcurricula adaptation

mainstream education of Roma pupilsmainstream education of Roma pupils

The National Action Plan of Inclusive EducationThe National Action Plan of Inclusive Education waswasapproved by the Czech government in March 2010approved by the Czech government in March 2010..

Main principles and Main principles and prioritiespriorities

II involvementinvolvement EE expression expression

NN negotiation negotiation D D determinationdetermination

CC caring caring UU uniqueness uniqueness

LL learning learning CC cultural diversity cultural diversity

U U understandingunderstanding AA abilities abilities

S S sharing sharing TT teachingteaching

II intelligence intelligence II improvement improvement

VV victories victories OO optimism optimism

EE excitement excitement NN nice people nice people

Thank you for your Thank you for your interestinterest

salavcovasalavcova@vuppraha.cz@vuppraha.cz