‘Models of Inclusive Practice in Mainstream School’ project
Recipient: Somatopedická společnost, o.s., Praha
Partner: Alfa Human Service, Praha
Realization: 1.4.2010 – 31.3.2013
The project is focused on developing conditions for inclusive education in mainstream schools. Inclusion of pupils with special educational needs (SEN) will be supported by means of a positive and welcoming social climate in classrooms and through newly created work models of educators with heterogeounous groups of pupils during the educational process within the everyday classroom in mainstream schools.
Aims of project:
- extend forms of individualized work with pupils with SEN within the framework of heterogenous groups in the mainsteam school;
- extend pupils´ awareness about human gender, cultural, ethnic, health, language, somatic & age diversity;
- increase mainstream school educators´ professional competencies in the area of inclusive education of pupils with SEN in classrooms by the realization of educational programmmes within further education and by developing relevant methodical materials;
- develop new non-traditional organizational forms and methods of educating within inclusive education of pupils with SEN in mainstream schools;
- offer support and exchange discussion and change educators´ experiences, make for them accessible examples of good practices in inclusive education.
The project will be carried out in five pilot schools within five regions. Following this there will be another two basic schools from each of the five regions joining in the project activities. The main project group are pupils with SEN and pupils without disability from mainstream schools´ primary and lower secondary level. Another targert group is educational staff from selected mainstream schools (teachers, school management, educational counsellors & school counsellors) and educational employees of counselling centres in the five regions.
Selected Project Activities:
- interactive seminars for pupils – model frontal and group activities in classes;
- continuous screening and evaluation of educational needs of pupils with SEN;
- intensive training of pupils with SEN in metacognitive strategies and in self-evaluation;
- organization of round tables for educational staff at pilot schools;
- interactive cooperation of school educators (coordinational teams for inclusion), cooperation with pupils´ parents, schools networking and counselling centres.