ABSTRACT

The paper presents possibilities of effective use of some support instruments for teachers of mainstream schools in the education of pupils with special educational needs in the Czech primary schools. The research data collected during the project implemented in the Pilsen region in period of 2016–2019 were processed with the goal to evaluate the various kinds of support that are not yet systemically anchored in the Czech educational system and commonly available for teachers in primary schools, although these instruments seem to be very effective or even necessary for quality inclusive education. During the project, the educational activities like special workshops, seminars, or lifelong learning courses were offered to teachers, as well as on-site counselling services, supervision, methodological consultations or sharing the good practice of teachers and schools. A new position of inclusion coordinators as a kind of support for inclusive education was pilot-tested in partner schools within the project. However, the exploitation of the results of this research and assessment will depend largely on political decisions at both local and governmental levels.

摘要

本文介绍了在捷克小学有特殊教育需要的学生的教育中，有效使用主流学校教师的一些支持工具的可能性。对 2016-2019 年期间在比尔森地区实施的项目期间收集的研究数据进行了处理，目的是评估捷克教育系统尚未系统性地锚定且小学教师普遍可获得的各种支持，尽管这些工具对于高质量的全纳教育似乎非常有效，甚至是必要的。项目期间，为教师提供专题研讨会、研讨会或终身学习课程等教育活动，以及现场辅导服务、督导、方法咨询或分享教师和学校的良好做法。作为对全纳教育的一种支持，全纳协调员的新职位在项目内的合作学校进行了试点测试。然而，这项研究和评估结果的利用将在很大程度上取决于地方和政府层面的政治决定。