Proceedings of the international scientific conference "Inclusive climate as a challenge and mission" held on 10/10/2014 at the Juraj Páleš Institute in Levoča, Faculty of Education of the Catholic University in Ružomberok. "We like in gardens not only trees that would bear early fruit, but also middle and late ones, because every thing (as the son of Sirach says somewhere) will reach praise in its time; finally, one day, even if late, it will show that it was not in vain. So why would we want to suffer in the garden of education only the heads of one kind, prematurely mature and alert?" Ján Amos Comenský (1991, pp. 64-65).
PREFACE
Inclusive education is a necessity due to the current development of society. Therefore, a key attribute in schools and school facilities is the creation of an educational environment in which values such as mutual acceptance, understanding, cohesion, respect and esteem for oneself, others and the world are created and people's differences are understood as natural. The mentioned characteristics represent the characteristics of an "inclusive climate", which is a prerequisite for the real support of the development of all students, taking into account the specifics of their current life situation.
The conditions, possibilities, processes and specifics of creating an inclusive approach in education were offered at the international scientific conference "Inclusive climate as a challenge and mission" held at the Juraj Páleš Institute in Levoča, Faculty of Pedagogy of the Catholic University in Ružomberok, by experts, scientific and research workers and professionals from practice. It was implemented by the Department of Therapeutic Pedagogy on October 10, 2014. Its goal was to create a space for scientific discussion based on experience and research results with the creation of an inclusive school climate in the field of theory and practice of inclusive, therapeutic, social and special pedagogy.
It is the output of the scientific research project KEGA no. 035UK-4/2013 entitled "A model of the application of school therapeutic pedagogy in support of an inclusive climate in kindergarten and elementary school," the aim of which is to model scientific research knowledge in the environment of kindergarten and elementary school in order to support their inclusive climate.
We believe that the knowledge and findings presented in the individual contributions will contribute to the enrichment of the state of knowledge, further cooperation of researchers, will help in creating an inclusive school climate, the implementation of inclusive education, as well as team cooperation of pedagogical and professional staff in schools.
Editors
INTRODUCTION
There are constant changes taking place in society, which must be followed and acted upon in practice. The teamwork of professionals and the family significantly affects the formation of the child's personality, especially if it is necessary to take specific measures. The cooperation of therapeutic pedagogues, special pedagogues, psychologists, speech therapists, workers in the department of health and social affairs and others dealing with the person in his unity and uniqueness affects the quality of life of individuals requiring specific care, as well as the lives of people in their immediate and more distant social environment.
The collection offers the results of research and experience within the conditions, processes and specifics related to the creation of an inclusive school climate. It focuses on the possibilities of applying specific therapeutic-educational interventions, diagnostics, on the system of help and prevention, as well as on the starting points and specifics of interdisciplinary cooperation, communication and other areas related to the process of creating an inclusive school climate.
The topics of the posts are varied. However, their common intention is to point out the possibilities of an interdisciplinary approach to helping students in the environment of schools and school facilities. The first, key issue of therapeutic pedagogy INCLUSIVE CLIMATE – EDUCATION AND THERAPY OPTIONS is presented in the first part of the collection by Martin Dominik Polínek from the Institute of Special Pedagogical Studies, Faculty of Pedagogy, Palacky University in Olomouc, with the contribution: "Methods of selected expressive therapies and gestalt approach as support for inclusivity", which is based on theoretical concepts based on the connection of expressive therapies, gestalt psychotherapy and inclusive concepts in the framework of therapeutic-formative work and from researches on the application of paratheatrical approaches within the framework of inclusion and also from the analysis of the author's empirical experiences within his therapeutic practice. From the same workplace, Miluše Hutyrová brings up the "Issues of using programs for the development of cognitive abilities in children with behavioral problems". Stanisława Nazaruk from the workplace: Państwowa Szkoła Wyższa im. Pope John Paul II in Biała Podlaskiej. The contribution of Bohuslav Stupák, from PF KU: "Aspects of inclusion in the subject of physical education through compensatory function" provides a benefit for an interdisciplinary approach to inclusion, where the author sensitively approaches the possibilities of inclusion through education, describes the diagnostic activity of a physical education teacher, with an emphasis on the importance and training of correct posture. The author also deals with exercise games and new trends in teaching physical education. This issue is expanded by Peter Petrovič, from PF KU, who in the article "Movement games as a means of managing aggression in children with a mild degree of mental retardation" presents as a suitable form to mitigate manifestations of aggression through movement games, which allow to work with, control and manage aggression.
Lenka Hricová from the Department of Special Education, Faculty of Pedagogy, Masaryk University in Brno presents her work in an interesting and illustrative way in the contribution: "Creating an inclusive climate using rhythm". In the post, he presents the weekly project "Rhythm as a bridge between worlds", from which it follows that rhythm is a very suitable connecting element for such a composed group of people and can serve as a common language for strengthening inclusion.
Co-authors Miloslav Jůzl and Miroslav Bargel from the Institute of Interdisciplinary Studies, p. r. o. Brno, in the contribution "Total Exclusion" they point out, through case studies, how far the limits of the exclusion of an individual in human society reach, as a last resort, from where there is relatively no possibility of an individual's return to civilian civil life. They also approximate the environment of individuals who are ordered to institutional education and are sentenced to life imprisonment, or are placed in a protective detention institution. In the following post, author Marta Sabolíková from the Children's Home in Piešťany deals with the problem of inclusion of children from children's homes. It points to the fact that even if children removed from their biological family are not primarily considered as children who need to be integrated/included in the school environment, it is in the interest of the children's home to create such conditions for them to be able to integrate into mainstream society. It lists several options for supporting the child's development in terms of personality, social and educational aspects and thus helping the inclusion of children from orphanages.
In the second part of the collection "INCLUSIVE TEACHER - RELATIONSHIPS AND COMMUNICATION", Miroslava Adamik Šimegová from the Faculty of Education of the University of Trnava in Trnava, Tatiana Rohaľová from the Department of Humanities, Faculty of Production Technology in Prešov, Technical University in Košice, Wanda Baranowska from the Department of Social Sciences, Wyższa Szkoła Biznesu i Nauk o Zdrowiu in Łódź, Witold Ostafiński, senior lecturer, Bronisław Markiewicz State School of Higher Vocational, Education in Jarosław, Poland, Zbigniew Ruszaj, Państwowa Wyższa Szkoła Techniczno-Ekonomiczna im. pcs. B. Markiewicz w Jarosławia. The authors Jurina Rusnáková and Marianna Šramková from the Research, Education and Consulting Center, Faculty of Social Sciences and Health Sciences, University of Constantine the Philosopher in Nitra present their project.
In the third part of the collection INCLUSIVE DIAGNOSTICS – INTERDISCIPLINARY CONNECTIONS, they approach the issue in the article "Dyslexia diagnosis in an inclusive university environment" Alena Dufeková and Erik Žovinec from the Department of Pedagogy, Faculty of Education, University of Constantine the Philosopher in Nitra. Darina Havrlentová from the Faculty of Philosophy of the University of St. Cyril and Methodius in Trnava brings the serious area closer in the article "Bullying from the point of view of a forensic psychologist". Silvester Sawicki from the Department of Pedagogical Studies, Faculty of Humanities, University of Žilina in Žilina describes in the article "Accepting children's interpretations of phenomena in teaching" a teaching approach and model that is based on the children's world and its interpretations of phenomena, offers children the opportunity to be themselves, to maintain their typical childhood curiosity and desire for knowledge, throughout schooling. Co-authors from the University of Health and Social Work St. Alžbety v Bratislava, Michaela Fedorová, Andrea Hurbanová, Jozef Vražel deal with psychosocial disorders in children with problematic development in the article: "Psychosocial disorders in children with problematic development". They point to the application of an interdisciplinary approach in the area of the given issue. Co-authors Ivana Lištiaková and Zuzana Fábry Lucká from the Institute of Social Studies and Therapeutic Pedagogy, Faculty of Pedagogy, Comenius University in Bratislava describe the importance of the multisensory environment and its components in therapeutic and pedagogical diagnostics and therapy, in the contribution: "Pedagogical therapeutic diagnostics and therapy in a multisensory environment", they present a way of recording therapeutic and pedagogical diagnostics and interventions through an online tool created in the LLP Leonardo project da Vinci ICF-Train, which uses the International Classification of Functioning, Disability and Health for Children and Youth (ICF).
Tímea Trzos from the Department of Social Studies and Special Education, Faculty of Science, Humanities and Pedagogy, Technical University of Liberec, in his contribution: "Students with mental illness - their special educational needs and inclusive education", reminds: "in the future, it is necessary to focus attention on further improving the quality of life of students with mental illness and to provide them with sufficient social and legal protection". Zuzana Juščáková from the National Institute of Certified Measurement of Educational Outcomes in Bratislava, in her contribution: "Socio-economic and cultural status and knowledge level of the pupil", points out that within the framework of the ESF project - "Improving the quality of education in primary and secondary schools using electronic testing", the social and health disadvantage of primary and secondary school pupils was investigated, and she points out that the investigation is also problematic because the disadvantage is not clearly defined. Veronika Dolejš from the Department of Pedagogical Studies, Faculty of Pedagogy, Trnava University in Trnava presents the results of her work in the paper: "Measuring the quality of life of visually impaired pupils in special and regular schools".
The last series of contributions FAMILY AND INCLUSIVE SCHOOL is opened by Naďa Bizová, Department of Pedagogical Studies, Faculty of Education, Trnava University in Trnava, with the contribution: "Attitudes of parents of children with disabilities towards inclusive education". The paper draws attention to the factors that determine the attitudes of parents towards inclusive education, brings together selected foreign research findings and points out some attitudes of parents of children with disabilities from the West Slovak region. Barbora Kováčová from the Department of Curative Pedagogy, Institute of Social Studies and Curative Pedagogy, Faculty of Pedagogy, Comenius University in Bratislava, presents in the contribution: "Readiness of kindergartens for inclusion - research findings and proposed strategies", the current problem of preschool facilities associated with the growing health heterogeneity of children, the connection of which is related to the creation and implementation of an integration environment. Based on specific empirical indicators, it offers an insight into the issue of the conditions created by pre-school institutions when accepting and educating children with disabilities. Anna Skokanová from PF KU in the contribution: "Teacher's assistant as a participant in the development of cognitive functions of Roma pupils", presents the effectiveness of the educational process in relation to the presence or absence of a teacher's assistant in the classroom. Helena Kuberová from KLP PF KU presents the possibilities of therapeutic pedagogy in the contribution: "Montessori pedagogy as one of the ways of inclusion." According to the author, therapeutic pedagogy using the methods according to Maria Montessori in the focus of its activity plays an important social role in the process of integration and inclusion of individuals for whom these methods are very suitable. Using this illustrative method of education can also help individuals of higher age categories with various disorders and diseases. Vladimíra Beliková from the Department of Pedagogy, Faculty of Pedagogy UKF in Nitra, in the article: "Social environment in the conditions of inclusion of students with hearing impairment in the educational environment" approximates the ideal of inclusive education, which in recent decades has become a priority idea of educational systems in the world. According to the author, inclusive education enables the all-round development of all persons, including those who are prevented from developing their own potential by physical, psychological and especially social obstacles. The presented contribution represents a less discussed topic focused on the social inclusion of students with hearing impairment in the educational environment of a regular elementary school. Wojciech Błażejewski from Instytutu Humanistycznego, Państwowa Wyższa Szkoła Techniczno-Ekonomiczna w Jarosławiu im. B. Markiewicz from Poland, presented the contribution: "Inclusive climate of student projects."
Liana Čižmárová, from the Sports Gymnasium in Košice, submitted in the contribution: "Alternative teaching of the English language in primary school as part of inclusive education" the application of certain approaches of alternative pedagogy of Susan Kowalikova in the sense of teaching the English language. Similarly, Marián Ambrozy from the Private Gymnasium in Poprad, in the post: "Philosophy lesson according to highly effective learning" deals with the application of the pedagogical principles of Susan Kovaliková and Karen Olsen in the didactics of philosophy.
The series of contributions is concluded by Veronika Hašková from PF KU with the contribution: "Support of inclusion in institutions providing education in free time." The paper analyzes the possibilities of supporting inclusion in selected institutions providing education in free time. Brings the possibilities of education closer to inclusion through forms of interest education, such as interest groups, peer programs, children's camps, etc.
The organizers plan to continue the cycle of international scientific conferences and discuss with various experts in the field of inclusion and therapeutic pedagogy.
Editors
CONTENT
INCLUSIVE CLIMATE – EDUCATION AND THERAPY OPPORTUNITIES
Methods of selected expressive therapies and gestalt approach as support for incusivity POLÍNEK, Martin Dominik
The use of programs for the development of cognitive abilities in children with behavioral problems HUTYROVÁ, Miluše
Zaburzenia w rozwoju mowy u dzieci w wieku przedszkolnym, a knjanie podejmowane przez nauczycieli – przygledy praktyczne NAZARUK, Stanisława
Aspects of inclusion in the subject of physical education through the compensatory function STUPÁK, Bohuslav
Movement games as a means of managing aggression in children with a mild degree of mental retardation PETROVIC, Peter
Creating an inclusive climate using rhythm HRICOVA, Lenka
Total exclusion JŮZL, Miloslav, BARGEL, Miroslav
Possibilities of supporting the inclusion of children from orphanages SABOLÍKOVÁ, Marta
INCLUSIVE TEACHER – RELATIONSHIPS AND COMMUNICATION
Problems and challenges of pedagogical and professional staff in creating an inclusive climate in elementary schools in Slovakia ADAMÍK ŠIMEGOVÁ, Miroslava
Professionalism of the personality of the inclusive teacher ROHAĽOVA, Tatiana
Competences of Inclusive Educators – Crucial Category of Early Years Teacher Profession BARANOWSKA, Wanda
The Abilities, Sensibilities and Knowledge that Make an Inclusive Educator OSTAFIŃSKI, Witold
Project Inclusive model of education at the pre-primary level of the school system - MRK 2 RUSNÁKOVÁ, Jurina, ŠRAMKOVÁ, Marianna
Komunikacja w pokoju nauczycielskim RUSSIA, Zbigniew
INCLUSIVE DIAGNOSTICS – INTERDISCIPLINARY CONTEXTS
Dyslexia diagnosis in an inclusive university environment DUFEKOVÁ, Alena, ŽOVINEC, Erik
Bullying from the perspective of a forensic psychologist HAVRLENTOVA, Darina
Accepting children's interpretations of phenomena in teaching SAWICKI, Sylvester
Psychosocial disorders in children with problematic development FEDOROVÁ, Michaela, HURBANOVÁ, Andrea, VRAŽEL, Jozef
Medical-pedagogical diagnostics and therapy in a multisensory environment LIŠTIAKOVÁ, Ivana, FÁBRY LUCKÁ, Zuzana
Pupils with mental illness - their special educational needs and inclusive education TRZOS, Timea
Socioeconomic and cultural status and knowledge level of the student JUŠČÁKOVÁ, Zuzana
Measuring the quality of life of students with visual impairments in special and regular schools COME ON, Veronika
FAMILY AND INCLUSIVE SCHOOL
Attitudes of parents of children with disabilities towards inclusive education BIZOVÁ, Naďa
Kindergarten readiness for inclusion - research findings and proposed strategies KOVAČOVÁ, Barbora
Teacher's assistant as a participant in developing the cognitive functions of Roma pupils SKOKANOVA, Anna
Motessori pedagogy as one of the ways of inclusion KUBEROVA, Helena
Social environment in the conditions of inclusion of students with hearing impairment in the educational environment BELIKOVÁ, Vladimíra
Inclusive climate of student projects BŁAŻEJEWSKI, Wojciech
Alternative teaching of the English language in primary school as part of inclusive education ČIŽMÁROVÁ, Liana
A philosophy class based on highly effective learning AMBROZY, Marian
Support of inclusion in institutions providing education in free time HAŠKOVÁ, Veronika
Editors: doc. PhDr. Helena Kuberová, PhD. Mgr. Veronika Hašková, PhD.
Reviewers: Prof. PhDr. Marta Hornáková, PhD. Mgr. Pavol Janoško, PhD.
Publisher VERBUM – publishing house of the Catholic University in Ružomberok Hrabovská cesta 5512/1A, 034 01 Ružomberok Release year 2014 Rate Mgr. Veronika Hašková, PhD. ISBN 978-80-561-0176-6