SOe103 Inclusive education and intercultural education

Pedagogická fakulta
podzim 2026
Rozsah
0/2/0. 6 kr. Ukončení: zk.
Vyučováno kontaktně
Vyučující
Mgr. Zdeněk Janík, M.A., Ph.D. (cvičící)
Mgr. et Mgr. Markéta Košatková, Ph.D. (cvičící)
Jozef Miškolci, M.A., PhD. (cvičící)
Garance
Mgr. Zdeněk Janík, M.A., Ph.D.
Katedra sociální pedagogiky – Pedagogická fakulta
Kontaktní osoba: Mgr. Zdeněk Janík, M.A., Ph.D.
Dodavatelské pracoviště: Katedra sociální pedagogiky – Pedagogická fakulta
Omezení zápisu do předmětu
Předmět je určen pouze studentům mateřských oborů.

Předmět si smí zapsat nejvýše 30 stud.
Momentální stav registrace a zápisu: zapsáno: 0/30, pouze zareg.: 0/30
Mateřské obory/plány
Anotace
This is an introductory course to the theories of inclusive and culturally sensitive education. Students will become aware of the local and global aspects of inclusive education and will build their cultural awareness and sense of interculturally inclusive learning environment in the study program.
Výstupy z učení
Students will demonstrate their awareness of oneself and others as cultural beings in the process of education. They will be able to explain how cultural and social factors intervene in education and in policies and practices of inclusive education.
Klíčová témata
  • 1) Cultural perspectives in education
  • 2) Inclusion, culture, and diversity
  • 3) Inclusion in education and barriers to inclusion
  • 4) Theories and practice in inclusive education
  • 5) Culturally sensitive education
  • 6) Wellbeing and inclusive education
Studijní zdroje a literatura
    povinná literatura
  • UNESCO (2020). Global education monitoring report, 2020: Inclusion and education: all means all. UNESCO Digital Library, pp. 4 - 57.
    doporučená literatura
  • Valle, J. W., & Connor, David. J. (2019). Practicing Educational Equity in Democracy: „What if I’m still not sure about inclusion?" In Rethinking disability: A disability studies approach to inclusive practices(2nd ed., pp. 73–98). Routledge, Taylor & Fr
  • Booth, T., & Ainscow, M. (2016). Using the Index to take action. In The Index for Inclusion: A guide to school development led by inclusive values (4th ed., pp. 53–76). Index for Inclusion Network.
  • Carrington, S., Robinson, R. (2004) A case study of inclusive school development: a journey of learning. The International Journal of Inclusive Education 8(2):141-153
  • Nilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), Article 3. https://doi.org/10.1080/08856257.2017.1295638
Přístupy, postupy a metody používané ve výuce
class discussion, individual and group-based reflections, role play, readings
Způsob ověření výstupů z učení a požadavky na ukončení
Continuous assessment (50 points): active participation, a case study analysis and solution, short reflection papers, in-class individual presentation. Summative/final assessment (50 points): group project and poster presentation.
Portfolio-based task assessing the development of your competences is a part of the requirement.
Vyučovací jazyk
Angličtina
Předmět je zařazen také v obdobích podzim 2023, podzim 2024, podzim 2025.