Sar Upre: The first training sessions and puppet movie!

The activities within the Sar Upre project are intended to lead to a better implementation of inclusive education in Czech schools so that teaching can develop all children without distinction. Teacher training is designed to help with this. The first two have already taken place. A short puppet film will also help in understanding inclusion, which we have also already shot and are looking forward to seeing the result!

Teacher training in Prague and Ústí nad Labem

Teachers from all over the Czech Republic are very important for all Sar Upre activities. In order for inclusive education to run smoothly and lead to better participation of all pupils in learning, it is essential to have properly trained teachers. We are very pleased that the first teacher training has already taken place in our capital city and also in Ústí nad Labem.

The aim is for teachers to find out what educational needs pupils have and also what their strengths are. It is necessary to find out what activities suit them. The teacher's role is very important because they can motivate pupils and also be their mentor. Our training courses will help teachers on this path and answer the frequently asked question "how to do it?" in the context of inclusion.

The puppet film will help in understanding inclusion: Filming has already taken place

As part of Sar Upre's activities, a puppet film focusing on inclusive education was to be produced. And we are proud to announce that the filming a few days back has already taken place!

The film is especially aimed at teachers from all over the Czech Republic. This short puppet film will help them to understand the whole issue of inclusive education.

The script is written based on the experience of our experts in the field of inclusive education. The scriptwriter and director Radek Beran is working on the film. The script was written by expert Marie Gottfriedová. The film was shot by Bedna Films studio.

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Is inclusive education really needed in the Czech Republic?

Inclusive education is very much needed in the Czech Republic. Our society is very divided and it is not beneficial for any group of people. If we succeed in implementing inclusive education into our education system, it will significantly change our entire society in the future. We will see it as a cohesive place instead of a divided society. We will not be selfishly oriented only to ourselves. We will be more capable of empathy and mutual support. A healthy society will emerge. For these reasons, I see inclusive education as a necessity.

What country can you cite as a good example in the inclusion system?

There are more countries that are doing better now. But I would really like to highlight the Nordic countries (Finland / Norway / Sweden), which have a really good level of education and this can be seen in the society. These are countries where crime is low and where society is cohesive. Where we can live quite safely without fear, because people have an anchored value framework that is reflected in all aspects of their lives.

Society anchored this way must have roots somewhere. I believe that they are rooted in education. Education, focused not only on encyclopedic knowledge, which I learn to renounce in testing, and then forget about it, but also an education that is focused on competencies, cooperation, communication, research or discovering of the world. Our society must move towards this.

Who helps to change the situation of inclusive education? Who is the "agent of change"? Public sector or non-profit?

They are mainly non-profit organizations and pedagogical teams. Unfortunately, I would say that the state's participation is relatively weak in this case. Our state does not have a clear vision and does not have a value-oriented way in which education should work.

Have you met with support from the Ministry of Education?

Before the pandemic, I only had a formal relationship with the Ministry of Education. Everything changed with the COVID-19 pandemic. After the lockdown I established closer contacts with the Ministry of Education. I feel a much greater willingness on their part to listen. We are currently addressing the level of support in methodological materials. I perceive the situation positively. International cooperation is also very important.

What was your path to inclusion?

It started when I became a school principal 16 years ago. In the very first school year, parents came and applied for the admission of a disabled daughter to our school. I am very grateful for that, because at the beginning of my career I was in contact with differences. Every child is different and that is the reality of life. The girl was very clever, intelligent and empathetic. It was really just a matter of technical matters - building a ramp, an elevator so she could get to school. Gradually, I realized that the stories of children who do not appear to be handicapped are much more difficult ... It is our duty to take care of all children. We must create the conditions for their growth, that is why we are teachers, that is why we are here.


Inclusive education is a way of designing our schools, classes, curricula and lessons so that all children can participate and learn. Inclusion is also about finding different ways of teaching so that classes can actively involve all children. It also means looking for ways to develop friendships, relationships and mutual respect between all children and between children and teachers at school.

Inclusive education is not just for individuals or some children. Every child wants to feel an integral part of the team. Every child has the right to a personal approach.

Inclusive education is a way of thinking about how to be creative, so that our schools are a place where all children can get involved. Creativity can mean that the teacher will have to learn new ways of teaching or will design his lessons so that all children can participate in them. Inclusive education reflects the need for all our children to be valued and accepted throughout their lives. Creating a healthy environment for growth is up to us and our teachers. There is always room for improvement and education should be constantly evolving. As part of the Sar Upre project, which focuses on the inclusive education of children in primary schools, we work with an international team of experts and collect examples of good practice. The created methodological materials will serve as an aid for teachers on the way to inclusive education.

Main principles of inclusive education

Every child can learn

Each child regularly attends a class appropriate to his age

Every child receives an "tailor-made" educational program

Every child receives knowledge that meets his needs

Every child can participate in joint and extracurricular activities

Every child benefits from cooperation between home, school, community

How to do inclusive education?

When teaching and leading activities that lead to inclusive goals, it seems very good to follow a few of the following methodological principles. The following simple steps can lead students to understand more deeply the meaning of the things that are happening around them, to understand them in context, to begin to perceive that even though there exist groups between them,those groups are made of individual people. They can work better with concepts that are not explain rigidly. Each tool can be an obstacle or an aid. Concepts shouldn't be just followed, but also we should keep thinking about them, filling them with new content and using them for our lives. Again, these methods significantly increase the motivation to learn in general.

If we compare two different cultures, we first verbalize what is similar and then what is different. At the same time, we emphasize that if the personality of the person is not found on the surface, it can be found below the surface (reasons, more general characteristics, etc.).

The educator can verbalize and teach students to perceive that what they see has its causes. Speech does not have to be a stimulus yet. Two people with the same behavior can have two different reasons for this behavior. Conversely, people with the same goal may behave completely differently.

The teacher can always verbalize in any topic and subject: how the topic appears in general, but also how the topic differs in different countries, at different times, in different groups, in different individuals. Always point out that an individual is something other than a group. That an individual can co-create a group and vice versa the group can act on the individual.

The educator can work with students in a way they can realize, that any verbal description, article, concept is a necessary reduction of life around us. We have to create concepts and words and opinions in order to grasp our world in some way, but theconcepts cannot be identified withthe reality. Therefore, we must understand terms as variable boxes with variable content. One thing is a model (for example, a description of a personality or culture in a book), another thing is a reality that is always much more varied. Whenever we describe a group, it is important to know how much we researched it, when and how much we really know. Is this a misconception about her? Is it one subjective experience? Is it a long-term knowledge of the group? Is it a study of the group?

It is always very important to compare each theory with practice. Theories are excellent for explaining some phenomena, but one theory can never explain completely real life. Therefore, it is not essential to lead students only to the knowledge of theories, but it is necessary that they are able to use them in life. Therefore, the origin of philosophy was accompanied by the idea that philosophy is an applied science

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.