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Goals in SEN The general aims of SEN in the Czech Republic: Petr Franiok, Marta Sigutova

Goals in SEN The general aims of SEN in the Czech Republic: Petr Franiok, Marta Sigutova. 1. To cater for special educational needs

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Goals in SEN The general aims of SEN in the Czech Republic: Petr Franiok, Marta Sigutova

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  1. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova • 1.To cater for special educational needs • To draw upon humanistic and democratic traditions in providing equal oportunities for all children to be educated in mainstream classes (i.e. during compulsory school attendance) • to provide inclusive education to children who can benefit from being included in mainstream classes, i.e. their specific learning difficulties are not very serious, and their education in mainstream classes does not require completely different approaches from the ones used with other pupils in class, nor does it require individual work with a pupil for most of the lesson

  2. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova 2. History of Czech special education long tradition since 18 century - 1960s and 1970scontroversial development on one side, expansion of counselling centres for children with diagnosed educational and behavioral differences - development of assessment - on the other hand – expansion of Special Schools also led to excluding children with mild difficulties from mainstream education and transferring them to Special Schools -   - the role of the wider socio-political context – In 1976, „The Project of further development of the Czechoslovak educational system“ was issued - the result: more demanding curricula in the main school subjects

  3. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova -  since 1989 – inclusion of children with mild difficulties – encouraged by the Ministry of Educ. Guidelines no. 127/97 -    - changes in attitudes to children with specific difficulties emerge (not only difficulties but also opportunities to develop child´s potential are being consi- dered) -     - changes in assessment – more complex and more precise methods are used

  4. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova • 3. Legislation • Law no. 564/90 Sb. about state administration and self-administration of schools • Rule no. 127/97 about special schools and special nursery schools • (N.B. A new law prescribing compulsory school education for children with serious handicaps is expected to be approved of by the Parliament) • It can be said that contemporary legislation enables integration of children with special educational needs in mainstream classes on condition that both parents (or appointed caretakers of children) and the head of the school give their consent to such education.

  5. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova • 4. Educational Provision • Over the past few years there has been change towards integrating children with ADHD into mainstream classes. Further, also pupils with mild and not very serious auditory and visual impairment as well as children with physical handicaps have been integrated. • However, it is necessary to emphasise that conditions in classes must be adapted to children´s educational needs. In the first place, a qualified teacher (who is also educated in special pedagogy) plays a key role. Secondly, it is the provision of appropriate teaching aids that can help a child/children with SEN to participate in learning effectively. In cases where there is only one teacher in a class, it is recommended that the number of pupils in such a class is reduced to 20 – 25 children. Nevertheless, there are many town schools where the number of pupils is usually about 30 .

  6. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova Integrating one child or two children into such a class may cause many problems, especially when there is only one teacher in a class. It would be beneficial if it was possible to employ teacher-assistants in such classes, but that is not the common practice yet. (N.B. Teacher-assistants are currently employed only in special schools where children with serious or multiple handicaps are educated). As for seriously handicapped chilren, the conditions in Czech schools are not suitable for integrating such children into mainstream classes. Inclusive education in the Czech Republic has been most successful in case of children with ADHD/ mild SEN as it is possible to provide for their special educational needs and enable them to work at their own pace, as well as to provide appropriate individual care and special teaching/learning aids (please see the video Special Intervention in the Czech Language for a demonstration of such practices in a Primary School).

  7. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova • 5. Facilities for children with special needs • A)    Basic Schools • - special classes taught by teachers educated in special education • - number of pupils in one class : 12 (maximum) • - programme tailored to pupils´ needs („ re-education“ programme“) • with parents´ consent, a child will be exempt from being assessed by grades • 1 – 5 (verbal assessment will be preferred, following the quidelines from the • Ministry of Education, MŠMT č.j. 23 172/ 92-21) • Legislature allows teachers to apply verbal assessment also in mainstream classes • where children with mild difficulties are included (parents´ consent is required). • B) B) Obecná škola (alternative Primary school) • -        -  more professional freedom for teachers • -        - complex approach to assessment • -   

  8. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova • -  criteria based on child´s achieved performance, his/her ability to express • ideas, ability to apply knowledge • ( N.B. These ways of assessment were previously associated only with so • called „Special Schools“ ) • Challenges • It is obvious that the process of including children with specific learning • difficulties in mainstream classes is an on-going one, and a number of challenges • are experienced on the way. Here is a list of at least some of them: • - Change of attitudes in mainstream schools • - Differentiation of curricula • Cooperation with supporting teachers, special education teachers, psychologists, • and social workers • - Cooperation with parents • - Cooperation with local municipal bodies • - Educating primary and lower secondary teachers

  9. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova • 6. Initial teacher training and in-service provision • The teaching practice in special schools is provided for all primary and lower secondary student-teachers. ( A new programme for nursery school teachers including the teaching practice in special nursery schools is currently being prepared). • Observing classes in special schools offers insights to student-teachers into the work of teachers qualified in special pedagogy in the conditions of special schools.

  10. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova • 6. Initial teacher training and in-service provision • The teaching practice in special schools is provided for all primary and lower secondary student-teachers. ( A new programme for nursery school teachers including the teaching practice in special nursery schools is currently being prepared). • Observing classes in special schools offers insights to student-teachers into the work of teachers qualified in special pedagogy in the conditions of special schools.

  11. Goals in SENThe general aims of SEN in the Czech Republic:Petr Franiok, Marta Sigutova • Since 1991, course modules on inclusive education have been included in the following programmes • Primary School Teacher Education • Lower Secondary School Teacher Education • Special Pedagogy • Pedagogy • Aims: • to study the system of social care facilities ine the Czech Republic • -to relate teaching and learning in schools to the social context • To offer opportunities for integraing people with handicap into society to facilitate each person’s potential for leading a full life • To encourage students to implement the principles of inclusion into their teaching • Length: 2 terms • Assessment: by credit and exam

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