Practice and innovation inclusive education in preschool institutions

Inclusive education in pre-school education is a general policy and practice in European countries, but implementation of the policy varies from country to country depending on institutional, legal factors, funding, access to pre-school education and pedagogical concepts. The aim of the study is to analyze the practice and innovation of inclusive education in pre-school institutions in Poland, the Czech Republic, Hungary and Slovakia. Features of the practice of inclusive education for pre-school children have been determined on the basis of qualitative and quantitative methodology, content analysis and statistical analysis. The results indicate that there are differences in the inclusive education of pre-school children in these countries. Therefore, the practice of inclusive education in the Czech Republic is very different where children of pre-school age are highly involved in formal education, study in special groups to a greater extent and in completely separate educational institutions, and to a lesser extent in special pre-school institutions. Segregation in the Czech Republic is more intense, and therefore the level of inclusion is much lower. It was found that models of inclusion in pre-school education institutions in these countries can be defined as a model of full inclusion in Poland and Hungary (79.68% and 82.18%, respectively), partial inclusion in Slovakia and the Czech Republic (64.85% and 19.74% respectively). The Czech Republic differs significantly from Poland, Hungary and Slovakia in inclusive education for pre-school children

Practice and innovation inclusive education in preschool institutions

Inclusive education in pre-school education is a general policy and practice in European countries, but implementation of the policy varies from country to country depending on institutional, legal factors, funding, access to pre-school education and pedagogical concepts. The aim of the study is to analyze the practice and innovation of inclusive education in pre-school institutions in Poland, the Czech Republic, Hungary and Slovakia. Features of the practice of inclusive education for pre-school children have been determined on the basis of qualitative and quantitative methodology, content analysis and statistical analysis. The results indicate that there are differences in the inclusive education of pre-school children in these countries. Therefore, the practice of inclusive education in the Czech Republic is very different where children of pre-school age are highly involved in formal education, study in special groups to a greater extent and in completely separate educational institutions, and to a lesser extent in special pre-school institutions. Segregation in the Czech Republic is more intense, and therefore the level of inclusion is much lower. It was found that models of inclusion in pre-school education institutions in these countries can be defined as a model of full inclusion in Poland and Hungary (79.68% and 82.18%, respectively), partial inclusion in Slovakia and the Czech Republic (64.85% and 19.74% respectively). The Czech Republic differs significantly from Poland, Hungary and Slovakia in inclusive education for pre-school children

Training of future teachers for work with children under the conditions of preschool inclusive education

The objective of this study is to identify areas of training of teachers, as well as a set of skills needed to work in inclusive institutions, taking into account the criteria of readiness of teachers. The study involved generalization, abstraction, grouping, and survey methods. Grouping the components of readiness of future teachers for preschool inclusive education allowed to identify several basic components: motivational, cognitive, value-content and operational-activity. Also was identified conceptual criteria for the readiness of future teachers, to assess the importance of each of them through a survey. The results of the study have several limitations, in particular insufficiently covered practical component of training of preschool teachers, as well as the limited number of research methods used in this article.O objetivo deste estudo é identificar áreas de formação de professores, bem como um conjunto de competências necessárias para atuar em instituições inclusivas, tendo em conta os critérios de prontidão de professores. O estudo envolveu métodos de generalização, abstração, agrupamento e levantamento. O agrupamento dos componentes de prontidão dos futuros professores para a educação inclusiva pré-escolar permitiu identificar vários componentes básicos: motivacional, cognitivo, valor-conteúdo e operacional-atividade. Também foram identificados critérios conceituais para a prontidão dos futuros professores, para avaliar a importância de cada um deles por meio de uma pesquisa. Os resultados do estudo apresentam várias limitações, em particular a componente práticainsuficientemente coberta da formação de professores de pré-escola, bem como o número limitado de métodos de investigação utilizados neste artigo