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About the Little Autumn School of Inclusion
What was the most successful method for the training participants, from the knowledge brought from Iceland
Small autumn school of inclusion
What awaits us in November?
We are starting the 5th round of training on the subject of Inclusion in pedagogical practice under the baton of the expert of this project, Mgr. Jiří Kocourek, Vietnamese, mediator and intercultural worker. The training will address, for example: The way of using other subjects (IEP, teaching assistants, intercultural assistants, interpreters, educational advisors, special pedagogue, psychologist, PPP, doctors...), Use of knowledge about inclusion for the creation of SVP, Problems that are solved from on the part of teachers and counseling facilities, the entire training will be conducted in the form of a guided discussion.
At the end of November, the Little School of Inclusion is waiting for us, where teachers can try inclusive education in practice.
What is happening with the new school year 22/23
We continue to implement the Sar Upre project! How to do it!, which aims to broaden the horizons and increase the competence of primary school teachers so that they can provide personalized individual support for each of their pupils.
With the new school year comes another wave of training for teachers on the topic of inclusive education, for all 3 participating locations (Prague, Ústí nad Labem, Olomouc). So what topics can teachers look forward to?
3. training on the topic of Psychological-pedagogical diagnosis of pupils in the classroom with a link to teaching methods, which will bring the teacher's tool closer to knowing the conditions, course and result of the controlled process. Based on this diagnosis, it is possible to forecast further education in order to develop the personality of each student.
4. training Methods and forms of work with an emphasis on the differentiation of studies. Teaching methods and organizational forms changed together with changes in society. This is precisely why we encounter different teaching methods in education. This training will help teachers to appropriately choose a teaching method with an individual approach for each student.
Both of these trainings are prepared and delivered by our expert Mgr. Iveta Němečková, head of the department of education for Prague 3. In the course of the training, topics such as individualization in teaching based on different temperaments, types of learning, different types of intelligence according to H. Gardner and many others are addressed. These trainings have received positive feedback from teachers. Since the groups already know each other from previous trainings, the participants' experiences are also shared every time.
The Small School of Inclusion is also being prepared - a three-day practical training that will take place until the second half of November. The unique concept will welcome teachers and their students. Program participants will thus be able to test new knowledge in practice and receive valuable feedback on the spot. If you are interested in participating in the training, do not hesitate to contact us
What we learned from sharing experiences from practice in the field of inclusive education in Iceland
In April, we went on a visit to Iceland organized by our partner Evris Foundation in project Sar Upre! to gain experience with the educational methods that work there.
First, we got to know the UNICEF school, which is built on the principle of educating children about their rights and responsibilities. The school includes a management group, which includes 12 children, 6 employees and a parent. Children and adults also approve a class charter together, in which they specify the rights they think are most important. Through the Charter, children learn that rights are universal and understand that their rights are linked to respecting the rights of others. A group of children from the school also put on a performance that their parents came to see, despite it being a working morning. This is because it is common in Iceland for parents to attend school events and employers regularly take them off work for these events. The result of the UNICEF school is greater self-esteem and well-being of children, reduction of bullying and exclusion, better school attendance, greater engagement of children and young people in learning, involvement in decision-making about schools, promotion of global justice and less prejudice.
We then learned about the Daily 5 Method, a literacy learning framework that promotes independence in learning and helps create a classroom full of learners from an early age. Daily 5 stands on five pillars: reading to yourself, working on writing, reading to others, listening to the word read and working on vocabulary.
We also visited the Iceland Center in Austurbæjarskóli. We were interested in the "Bridge-builders" presentation on parent education. We learned how in Iceland they approach cooperation with parents of children from multilingual households. For example, Iceland uses linguistic and cultural mediators who speak Polish and Filipino. Other tools are also various courses, seminars, information, as well as support for teachers, individual assistance and bilingual support for pupils and educational seminars for parents.
Friday we spent leairning in workshops in the Icelandic Ocean Cluster. At the workshop, we were introduced to various techniques that are used in intercultural education. One of them is the game Sit if, the purpose of which is for children to figure out for themselves what they have in common with others, but also how they differ. Game Find my group? in turn, it teaches children to experience the feeling of not belonging and at the same time how pleasant it can be, what it feels like to belong somewhere. After each game comes the part Think-Work in pairs-Share, when children reflect aloud the meaning of the task, what they learned during it and share their thoughts and feelings from the game with others.
The concept of Cooperative Learning in Multicultural Groups (KUMS) is also interesting. There are different roles within KUMS such as the group chairperson who makes sure everyone understands the instructions and participates. An organizer works with the chairman, who monitors the time the group has allocated to the given task. The negotiator makes sure that everyone in the group gets along, while the presenter, together with the other members of the group, decides how the presentation should look. KUMS follows the rules that everyone is good at something, no one is good at everything, and no one is as smart as all of us put together. The group then solves various tasks and questions together. There was also a workshop on how to fight discrimination and build meaningful connections between cultures through education and quality intercultural communication. At the workshop, we learned about the steps Iceland is taking to promote positive change. We thus took away a lot of new knowledge and experience from Iceland, which we can further use in our work.
We would like to present you with a short puppet film about inclusive education Sar Upre! How to do it! How to do it! The film is intended to support teachers from Czechia in the principles and vision of inclusive education in Czech schools, but it is intended for everyone who is interested in this topic. The script was created based on the experience of our experts in this field and was created from the cooperation of the organisation Slovo 21, z.s., screenwriter and director Radek Beran and video production company Bedna Films, s.r.o.
How to do inclusive education?
We are organising initial meeting with interested elementary schools
In mid February we are organising two initial meetings with interested elementary schools.
The meetings will take place on Tuesday 16th of February from 10:00 AM till 12:00 AM and on Thursday 18th of February from 2:00 PM till 4:00 PM, on-line via Zoom.
We would also want to present our new poster SAR UPRE! How to do it!
On Tuesday 26th of January 2021 a meeting with new Czech project coordinator took place
There was an on-line meeting of project team members with new Czech expert Jan Husák.
The first introductory meeting with school that will take place this February was discussed.
This year will be full of activities with focus on inclusive education
On December 2, the 1st international meeting of project experts took place via application zoom.
Due to the situation associated with the global COVID-19 pandemic and emergency measures, the meeting of experts had to take place in an online environment. The experts introduced themselves to each other. The Czech side then presented to the Icelandic side the Czech education system, the legislative anchoring of inclusive education in the Czech Republic and what the real situation is in practice. Icelandic experts will share their experiences at the next zoom online meeting on Thursday, December 10, 2020.