Special Needs support in inclusive education

VÍTKOVÁ, Marie. Special Needs support in inclusive education. In Drugi, T., Stankowski, A., Gabrys, K. (eds.). Antropotechnika - kulturotechnika - socjotechnika w pedagogice specjalnej. Katowice: Uniwersytet Slaski Wydawnictwo Gnome, 2010, s. 97-101. ISBN 978-83-87819-10-1.

Základní údaje

• Originální název: Special Needs support in inclusive education
• Název česky: Speciálně pedagogická podpora v inkluzivním vzdělávání
• Název anglicky: Special Needs support in inclusive education
• Autoři: VÍTKOVÁ, Marie.
• Vydání: Katowice, Drugi, T., Stankowski, A., Gabrys, K. (eds.). Antropotechnika - kulturotechnika - socjotechnika w pedagogice specjalnej, od s. 97-101, 5 s. 2010.
• Nakladatel: Uniwersytet Slaski Wydawnictwo Gnome

Další údaje

• Originální jazyk: čeština
• Typ výsledku: Stať ve sborníku
• Obor: 50300 5.3 Education
• Stát vydavatele: Česká republika
• Utajení: není předmětem státního či obchodního tajemství
• Organizační jednotka: Pedagogická fakulta
• ISBN: 978-83-87819-10-1
• Klíčová slova česky: speciálně pedagogická podpora inkluzivní vzdělávání žáci se speciálními vzdělávacími potřebami.
• Klíčová slova anglicky: Special Needs Support Inclusive Education Pupils with Special Needs
• Příznaky: Mezinárodní význam, Recenzováno

Anotace

Changes in the society increase the efforts to integrate and include children with special educational needs to schools, educational facilities, and to the society in general. Five to ten percent of children and pupils from a given age group require special intervention – special educational support – provided in regular schools and educational facilities. One to five percent of children and pupils from a given age group require special programs, which are usually conducted in special schools or special institutions. Changes in the perspective on education of pupils with special educational needs (inclusive education) also changes the roles of regular teachers and special teachers and the nature of their duties in the educational process. The article deals with questions of special educational support provided for the above mentioned pupils in regular school settings and educational facilities.

Anotace anglicky

Changes in the society increase the efforts to integrate and include children with special educational needs to schools, educational facilities, and to the society in general. Five to ten percent of children and pupils from a given age group require special intervention – special educational support – provided in regular schools and educational facilities. One to five percent of children and pupils from a given age group require special programs, which are usually conducted in special schools or special institutions. Changes in the perspective on education of pupils with special educational needs (inclusive education) also changes the roles of regular teachers and special teachers and the nature of their duties in the educational process. The article deals with questions of special educational support provided for the above mentioned pupils in regular school settings and educational facilities.