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Creating the propitious conditions for inclusion at all levels of education contains changes in a school environment, didactics and methodology. Heterogeneity of children, pupils and students becomes a desirable social form. The differences in an achievement and talent are perceived as a benefit for the educational process. The subject includes the theme of the philosophical essence, principles, values and objectives of inclusive education. The discussion within the subject focuses on changes in the school's internal environment, didactics and methodology of inclusive educational process and the community or family issues in the context of inclusive education. The consideration is dedicated to methodological provision of transits in the continuum of inclusive education, search for intersections of inclusive a special education, participatory research in the field of educational and social inclusion. In the interest of the participants the conditions of inclusion in the tertiary education can be analyzed.
Last update: Marádová Eva, PaedDr., CSc. (13.10.2020)
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The aim of the subject is to introduce the participants with ethical, pragmatic and especially methodical discourse of inclusive education, on the examples from the Czech Republic and abroad to introduce common definition characters of inclusive education and the reflection of that characters in the methodology of inclusive education. Last update: Marádová Eva, PaedDr., CSc. (13.10.2020)
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Individual activity of the participants is focused on data collection, research and writing a study in the range 6 - 8 weeks and study defense. Last update: Marádová Eva, PaedDr., CSc. (13.10.2020)
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ADAMUS. P. Metodika hodnocení kvality inkluzivní školy.Slezská univerzita v Opavě Fakulta veřejných politik Centrum empirických výzkumů, 2015, 978-80-7510-190-7. RAMBERG, A. LÉNÁRT, A. WATKINS (eds.) European Agency Statistics on Inclusive Education: 2016 Dataset Cross-Country Report.European Agency for Special Needs and Inclusive Education, Odense, Denmark, 2018, 978-87-7110-776-0. Dostupné z www.european-agency.org. HÁJKOVÁ,V., STRNADOVÁ, I. Inkluzivní vzdělávání. Teorie a praxe. Praha: Grada Publishing,a.s., 2010, ISBN 978-80-247-3070-7. KASÍKOVÁ, H., STRAKOVÁ J.(eds.) Diversita a diferenciace ve vzdělávání. Praha: Karolinum, 2011. KRATOCHVÍLOVÁ, J. Inkluzivní vzdělávání v české primární škole: teorie, praxe, výzkum. Brno: Masarykova univerzita, 2013. ISBN 978-80-210-6527-7. KVĚTOŇOVÁ, L., HÁJKOVÁ, V., STRNADOVÁ I. Cesty k inkluzi. Praha: Karolinum, 2012. Last update: Marádová Eva, PaedDr., CSc. (13.10.2020)
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The subject is taught in the form of a discussion session of 2 - 3 hours. Topics of the discussion session: 1. definitions of circuits "education for all" and "school for all"; 2. community benefits of inclusive education (in the terms of human resource development); 3. paradigm of change (the theory of change) in the educational institution environment; 4. reflection of three-dimensional didactics in the methodology of inclusive education; 5. evaluation of the quality of inclusive education; 6. inclusive support at the time of transitions in an individual's educational process; 7. inclusive conditions in the tertiary education. Last update: Marádová Eva, PaedDr., CSc. (13.10.2020)
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