Basic facts of Slovakia

1. Basic facts of Slovakia Slovakia and Trnava

2. S L O V A K I A • Slovakia is situated in Central Europe • The territory is divided into 8 regions and 79 districts. • The Capital city is Bratislava. • The Slovak Republic was established on January 1, 1993 as one of the successors of the Czech and Slovak Federal Republic. • Parlimentary governmental system

3. The population of the Slovak Republic is 5 379 455. The ethnic composition of the citizens is Slovaks, Hungarians, Czechs, Romanies, Ukrainians and Germans. Slovakia is traditionally a religious country; the religious composition according to the last census in 2001 is: Roman Catholic, Evangelic, Lutheran, Greek Catholic, Orthodox. Very important part took education. The most important university in Slovakia is Comenius

4. University in Bratislava, which was established by Amos Comenius. Tourism: Slovakia is a hiker´s paradise its terrain varies considerably. If you are planning to visit the mountainous regions, then you must see the Tatran Mountains.

5. The High Tatra is the highest mountain range. Some of the highest and most beautiful peaks in the range Lomnický peak,etc. The Low Tatra range is the second highest mountain range, and lies between the Váh and Hron vallyes. If you love green trees, clear streams, and country rambles, you can find Slovak Paradise. If you are staying in Bratislava and want to see a little of the countryside. Do not forget the thermal spas and museums in the area.

6. High Tatras

8. Čičmany

9. There are also many precious religious buildings.These include the Gothic Church of St.Egidius in Bardejov, Gothic Cathedral of St. Martin in Bratislava.

10. Spiš castle

11. Trnava • Use your stay in Trnava to visit the Lesser Carpathians and the Driny cave – the only cave open to the public in western part of the country. • Trnava entered the European history: mainly as a university town. Peter Pázmány established Trnava University.

12. The city, with its cultural and historical sights, ranks among the most significant gems of Slovakia. Cultural monuments give a realistic picture of the history of Trnava. The town was nicknamed Parva Roma( Small Rome). Presentday Trnava follows up its rich cultural traditions. In 1996 it became the metropolis of the Trnava region – a regional town. Every year it organizes cultural and sports events with international participation.

13. The year 1824 was the year of Trnava hospital construction. The town became a cultural and spiritual centre of the country.

16. TRNAVA UNIVERSITY FACULTY OF EDUCATION

17. The Faculty of Education, Trnava University • Was established by the Trnava Senate on 1 September 1992 as one of two faculties of the renewed Trnava University • The Faculty of Education professes the Christian and humanist traditions • The Faculty offers a complete education of primary school teachers in accredited courses of study; in the course of their study, students will be able to acquire a well-balanced quantity of specialist knowledge, instruction in pedagogy and psychology, and practical skills • The Faculty has a lot of modern technical equipment, laboratories, studios, classrooms with audiovisual technology, a qualified academic staff

18. Academic departments: • Department of Mathematics and Informatics • Department of Physics • Department of Biology • Department of Chemistry • Department of Pedagogy and Psychology • Department of Pre-school and Elementary Pedagogy • Department of Slovak Language and Literature • Department of Modern Philologies • Department of Art

19. Accredited Courses and Fields of Study • Bachelor Study (length of study – 3 years) Master of vocational education and training • Master Study Teacher Education and Training for the 1st level of primary schools (length of study – 4 years) Teacher Education and Training in general comprehension subjects for the 2nd level of primary school (length of study – 5 years) in the following combinations of subjects: SLOVAK LANGUAGE AND LITERATURE, ENGLISH LANGUAGE AND LITERATURE, ETHICS, ART, PHYSICS, CHEMISTRY, MATHEMATICS, BIOLOGY

20. Courses of study in which doctoral examinations (PeaDr.) and viva voce may be held: • Teacher Education and Training for the 1st level of primary schools • Teacher Education and Training in general comprehension subjects for the 2nd level of primary schools in the following specializations: SLOVAK LANUGAGE AND LITERATURE, ENGLISH LANUGAGE AND LITERATURE, PHYSICS, CHEMISTRY,MATHEMATICS, BIOLOGY

21. Fields of Doctoral study (PhD. Programmes) • Theory of Teaching General Comprehension Subjects and Specialist Subject in the following specializations: Theory of Teaching Biology Theory of Teaching Chemistry

22. Fields of science in which habilitation (post-doctoral degree) and inauguration procedures (professorship) may be held: • Theory of Teaching General Comprehension Subject and Specialist Subject in the following specializations: Theory of Teaching Biology Theory of Teaching Chemistry

23. Development and current situation of school integration of disabled people in Slovakia

24. Historical overview of integration • 1989 – the first idea of common educational realization of disabled and handicapped people. • 1991 - solicitude program processing of disabled in the family and other environment by ministry of education - Programs of special educational establishment institutions focused on limited groups of handicapped people concerning the care through special pedagogical counselling

25. Two primary aproaches to integration • tendency: ASIMILATION • integration is the main problem of disabled • relation: superiority and subordination – the system of values majority is true • integration is identification of minority with identity of majority • the main problem of progress is asimilation ( unconditional acceptation norms of exist majority society) • the main form of solving integration is incorporation of disabled to establishments of abled

26. 2. tendency: COADAPTATION • integration is problem of disabled and also abled people • Integration is relation of partnership, the system of values of majority is not the only one • Integration is new value created fromvalues of majority and minority • the main manner of integration progress is adaptation ( ectract of the best values of majority and minority ) • the incorporation of disabled to establishments of abled may not be the main form of integration

27. according to the model of asimilation, integration is an inclusion of intact people with disabled or with the mainstreaming of social events. according to thecoadaptation model integration presents partnership between disabled and intact. The potential conflict of coestintence may not be an obstacle but a stimulating achienvment of integration. Conclusion

28. The ways of education - education by means of individual integration in the standard system of education • education by means of social integration in the special classrooms of ordinary schools • education at special schools segregated education • the education at pre-school facilities by means of individual integration in special classes or kindergartens

29. Positive aspects and deficits of legislation Positive: the special education has created the individual general legal regulations for education of disabled people Deficits: - in the control system of education and facilities of disabled people - division in control

30. Trends in development Nowadays, we have a lot of schools of different kinds of orientation at good level. The system has improved and the government concentrates on the solution of important problems. Following tables reflect to the trends of development in 1985/1989 and 1997/1998

31. Schools providing distinctive care for teenagers in Slovakia in 1985/1989

33. The numbers of pupils attending schools providing distinctive care in 1985/1989

36. Segregated education • Comparison of the data in 1985 and 1989 shows the increasing trend in the number of special schools and pupils. • The representation of handicapped in population was 3,6% in this period of time • In the difference of increasing tendency of combined speech handicap, the number of pupils with sight, hearing and speech handicap has its decreasing tendency.

39. The examples of integration • The integrated kindergartens in Nitra and Trenčín – provide the education for people with hearing handicap • The integrated kindergarten in Bratislava – the education of children with speech handicap • The integrated kindergarten in Trnava – specialized in education of children with mental impairment • The integrated school in Nitra - specialized in education of physically handicapped children • Integrated nursery school for hearing handicaped in Bratislava, Hrdlickova street. There is a turned integration, where hearing handicaped are learning together with healthy children in special school. • Integrated nursery school in Children centre. • Integrated nursery school in Nitra. In this case there are hearing handicapped students educated in the normal nursery school • Integrated nursery school for children with speech defects, Dlhe Diely, Bratislava. They have 7 integrated classes for children with different kinds of defects together with healthy children.

40. Conclusion It is evident that the integration in Slovakia has the rising development, but there are still some obstacles in these points: • The lack of information in public system • The legislation gaps • The not satisfactory school reforms • The lack of specially qualified personnel • Not sufficient material and economic factors • Absence of special compensating tools and resources focused on reducing the deficits in integration.