Mnohoraké podoby inkluzívnej školy alebo Predstavy o inkluzívnom vzdelávaní na Slovensku

Abstract

Vedecká monografia prezentuje výsledky originálneho výskumu, prostredníctvom ktorého výskumný tím zisťoval, aké predstavy o inkluzívnej škole cirkulujú v našom socio-kultúrnom priestore. S použitím Q metodológie bolo identifikovaných osem konceptov inkluzívnej školy, ktoré boli predstavené širšej vzorke aktérov vzdelávania (učiteľov, pedagogických asistentov a odborných zamestnancov) prostredníctvom on-line dotazníka. V monografii autorky prinášajú poznanie o tom, aké predstavy na Slovensku dominujú a ktoré sú, naopak, okrajové, ako aj to, či príslušnosť k profesii alebo typ pracoviska (špeciálne, bežné školy, poradenské zariadenia) ovplyvňujú spôsob ako aktéri vzdelávania uvažujú o vlastnostiach školy, ktorá má prívlastok inkluzívna.

Tracked and Segregated: The Effect of Early Informal Within-School Tracking in Schools with Students with Low Socioeconomic Status or Roma Ethnicity

“…(see more below). School enrolment assessment practices, level of their quality and difficulty are highly varied (Kusá 2016: 107;Vančíková 2019b). b) Parallel classes within one grade that use a different curriculum and have a different academic and/or socioeconomic and ethnic population of studentsclasses with a special focus on foreign languages, STEM, sports, etc.…”

“…c) Zero gradeswere established as a tool to improve school readiness and educational opportunities for socially disadvantaged children. Designed as a temporary measure, they eventually evolved into the main compensatory public policy tool aimed at children of the poorest, marginalized Roma communities (Vančíková 2019c). However, students from these ethnically, linguistically, socioeconomically, and academically homogeneous and at the same time disadvantaged classes often continued together in the same or a very similar collective also in the following grades (Huttová et al 2012: 69;Kriglerová ed.…”

“…However, students from these ethnically, linguistically, socioeconomically, and academically homogeneous and at the same time disadvantaged classes often continued together in the same or a very similar collective also in the following grades (Huttová et al 2012: 69;Kriglerová ed. 2015;Kusá 2016;Vančíková 2019c). Since the 2022 legislation change, zero grades are no longer a part of the education system (Education Act 2008).…”

“…2015;Svoboda 2013;Zimenová 2013). Consequently, parents, especially from higher social classes and/or with gifted children (Vančíková 2019a), do not trust the ability of the education system to provide students with individual support, address their needs and develop their potential fully, and they look for opportunities to improve learning conditions for their children. This in turn leads to a significant (both in the extent and the impact) socioeconomic, ethnic, and academic separation of students Kusá 2016).…”

Second Chance in Vocational Education and Training of Adults in Slovakia: Second or Wasted Chance?

“…More than half of all adults studying in two-or three-year programms (56.3%) were present in schools located only in three out of eight self-governing regions -Prešov, Banská Bystrica, and Košice. These regions have the highest concentration of adults with incomplete primary education and adults with completed primary education as the highest (Vančíková, 2019), and only in these regions are the least developed districts are to be found. It is likely that, more than in other regions and districts of Slovakia, there is a higher number of adults who enter secondary school with primary education at most while a significant part of them come from socially excluded environment, mainly from Roma marginalized communties.…”