Aktéři školní inkluze. Actors of School Inclusion.
|Title in English||School Inclusion Actors.|
|Year of publication||2013|
|MU Faculty or unit|
|Description||The book is based on six empirical studies focusing on fundamental issues of inclusive education from the point of view of selected actors and activities in different spaces. The actors, including general public, school management, teachers, and individuals with special needs, can strongly influence inclusive practices by their discourses, decisions and everyday activities. The spaces can serve as areas suitable for developing mutual understanding and inclusive culture, policy and practice. The first chapter (by Karel Pančocha and Helena Vaďurová) introduces the idea of inclusive education and contrasts declared inclusive policies with the reality of segregated schooling for many children and youth with special needs. The research focuses on attitudes of the Czech general public towards inclusive education. This is followed by a text (by Pavlína Pinková, Lenka Slepičková a Kateřina Sayoud Solárová) focusing on factors supporting inclusive education, which indicate that it is the attitudes of teachers and other school staff that largely affects the success of education of pupils with special needs. The third chapter (by Martin Vrubel) introduces school management as a facilitator or barrier in promoting inclusive education. The research has been conducted among principals of primary and secondary schools in Pardubice region and found predominantly medical (individual) model approaches of the school management towards students with special needs, specifically visual impairments. The next chapter (by Kristýna Balátová) focuses on the individual with special needs and elaborates the questions of values in individuals with behavioral disorders in the context of inclusion. Specifically it tries to find out how pathology of values can become a barrier to learning for adolescents with behavioral disorders. Final two chapters present examples of areas where inclusion can be achieved. The fifth chapter (by Pavel Sochor) looks at the role of art and specialized art education interventions in persons with disabilities in relation to the majority society. This is followed by a second example of building inclusive spaces, presented in chapter number six (by Lenka Slepičková). This time inclusion is supported by a specialized program called Global storylines. Such approach has a strong potential not only to share the knowledge, but to involve and motivate all learners, nevertheless the level of their performance in other school activities or their actual position within the class.|