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INCLUSIVE PRIMARY SCHOOLS IN THE CZECH REPUBLIC AND TEACHERS COMPETENCIES
Abstract
As part of this research we therefore wanted to determine which competencies are necessary to support inclusive environment. For the present investigation we used a research technique that we call "5P" (5positive features). In the three-member team, we have observed common teaching lessons in schools that are according to their school curriculum declared as inclusive schools. Simultaneously, these schools decided to cooperate with our faculty and to support arguments self-analysis and self-evaluation of the pedagogical performance from the outside point of view. The project explores the structure of professional teachers` competencies for inclusive education on our sample of schools.
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References3
Kratochvílová, J. & Havel, J. Index for Inclusion in the Czech Primary Schools. Teachers Self-evaluation in Primary Schools Research, Masaryk University, Brno, Czech Republic, 2012.
Švec, V. Pedagogická příprava budoucích učitelů: problémy a inspirace, Paido, Brno, Czech Republic, 1999.
Watkins, A. Assessment in Inclusive Settings: Key Issues for Policy and Practice, European Agency for Development in Special Needs Education, Odense, Denmark, 2007.
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