Inclusive education in the Slovak Republic two decades after the dissolution of Czechoslovakia

Miškolci, Jozef

doi:10.1080/13603116.2015.1079272

Cited by 12 publications

(5 citation statements)

References 19 publications

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“…into mainstream schools. It may be a response to the little-supported inclusion policy at the national level (see Miškolci, 2016;Kasčák & Pupala, 2013), subsequently poorly developed inclusive practice (see Kusá & Juščáková, 2017;Hapalová, 2019;Miškolci et al, 2017), as well as the long-term tradition of educating SEN children in a stream of special schools, evoking, against the background of the global discussion about the need to equalize educational opportunities, a need for change.…”

Section: Discussionmentioning

confidence: 99%

Attributes of Successful Educational Change in the Background of Reform Efforts

Vančíková,

Porubský,

Basarabová

et al. 2023

PED

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The aim of the study is to investigate what ideas those involved in the implementationof educational change (teachers, school management, and pedagogical leaders) inSlovakia have about successful curriculum reform, what attributes they assign to it, and whatcharacteristics dominate their ideas. Using the quantitative-qualitative Q-methodology design,five different opinion clusters have been identified, each of which can be interpreted against thebackground of the post-2008 Slovak experience of failed attempts at educational reform.

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Section: Discussionmentioning

confidence: 99%

Attributes of Successful Educational Change in the Background of Reform Efforts

Vančíková,

Porubský,

Basarabová

et al. 2023

PED

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“…Descriptive studies may allow us to understand to what extent evidence-based practices are actually implemented by professionals in naturalistic contexts ( Brantlinger et al, 2005 ). In this study we focused on special education classrooms for students with intellectual disability, since in many European and North-American countries, the majority of students with moderate and severe intellectual disability are schooled in this setting despite recommendations and policies in favor of inclusive education ( Flatman Watson, 2009 ; Göransson et al, 2011 ; Jahnukainen, 2015 ; Kleinert et al, 2015 ; Kurth et al, 2014 ; Miškolci, 2016 ; Pijl, 2016 ; Sermier Dessemontet et al., 2012 ; Starczewska et al, 2012 ).…”

Section: The Present Studymentioning

confidence: 99%

A descriptive study on reading instruction provided to students with intellectual disability

Dessemontet

Linder

Martinet

et al. 2021

J Intellect Disabil

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Little is known about the content and quality of reading instruction provided to students with intellectual disability. This study aimed to describe the reading instruction provided to students with intellectual disability who were not yet readers in self-contained elementary classrooms. The teachers of 24 classrooms participated in the study. Systematic observations of reading lessons, follow-up interviews with the teachers, review of teaching material, and content analysis of students’ individualized education plans were conducted. Findings indicate that phonics and phonological awareness were taught in most of the classrooms. However, phonics was taught systematically, as recommended in the research, in only less than half of the classes. Sight-word instruction and vocabulary instruction were observed in more than half of the classes. Comprehension instruction of texts read aloud by the teacher was observed in only about a third of the classrooms. Recommendations to support teachers in enhancing the quality of reading instruction are provided.

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“…It can therefore be seen as an imported concept linked to international and European Union (EU) policy influences. Research on educational inclusion was in Slovakia introduced through expert and academic discourses on the realities of education in post-socialist countries (Miškolci, 2016). The research highlighted the specific status of inclusion in post-socialist countries historically and in the current context.…”

Section: Introductionmentioning

confidence: 99%

Inclusion discourses in contemporary Slovak education policy – From the individual to the community and from right to performance

Kaščák

Strouhal

2023

Euro J of Education

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The study on which this article reports sought to explain the complexity of the relationship between inclusion policies and practices in education in Slovakia. Education policy in Slovakia is characterised by an enduring resistance to inclusion practices, despite the presence of humanist inclusion discourses. Accordingly, education policy and practices in Slovakia manifest a conflicting or parallel application of humanist and neoliberal discourses on inclusion. The analysis presented identifies three types of inclusion discourses in Slovak education policy today: (1) general individualised, (2) specified individualised, and (3) neoliberal discourses. Concrete examples are provided of each of the three types of discourses in Slovak education policy, to illustrate specific educational policies in different education sectors. Specific national challenges related to notions of inclusion and the associated paradoxes and differing perceptions of inclusion are discussed. The conclusion highlights the question of whether a truly democratic society can exist without humanistic and inclusive ideals.

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Inclusive education in the Slovak Republic two decades after the dissolution of Czechoslovakia

Cited by 12 publications

References 19 publications

Attributes of Successful Educational Change in the Background of Reform Efforts

Attributes of Successful Educational Change in the Background of Reform Efforts

A descriptive study on reading instruction provided to students with intellectual disability

Inclusion discourses in contemporary Slovak education policy – From the individual to the community and from right to performance

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