DELIVERING DIRECT SUPPORT IN INCLUSIVE EDUCATION: SCHOOL SPECIAL EDUCATORS' PRACTICE PATTERNS IN CZECH MAINSTREAM SCHOOLS

Zbyněk Němec1, Iva Strnadová2, Lea Květoňová1 and Vanda Hájková1

EduPort, 10(1)  

While school special educators have been legislatively established in the Czech Republic for many years, no research has systematically examined their practice patterns. This mixed-methods study surveyed 439 school special educators, combining structured questions with open-ended responses analysed using descriptive and inductive thematic analysis. School special educators predominantly work with students with specific learning disabilities (96.4%), speech and language impairments (60.1%), and behaviours that challenge others (49.2%). Three-quarters regularly support students from non-Czech language backgrounds and those experiencing social disadvantage,...

VNÍMANIE PRÁCE PEDAGOGICKÉHO ASISTENTA NA INKLUZÍVNYCH HODINÁCH TELESNEJ A ŠPORTOVEJ VÝCHOVY  V ZÁKLADNÝCH ŠKOLÁCH

PERCEPTION OF THE WORK OF TEACHING ASSISTANT IN INCLUSIVE PHYSICAL AND SPORTS EDUCATION IN PRIMARY SCHOOLS

Bianca Nagyová, Dagmar Nemček

EduPort, 10(1)  

Inclusive physical and sports education is an integral part of the educational process in mainstream primary schools. Their aim is to create conditions for the active participation of all pupils without distinction, respecting their individual needs, abilities, and disabilities. In the context of the dynamic development of inclusive education in Slovakia, teaching assistants play a significant role, representing an important element  of teamwork among all stakeholders in the educational process. Their presence can significantly support  the participation of pupils with disabilities in physical and sports education. The aim of the research was to...

OD INSPIRACE K UKOTVENÍ: DLOUHODOBÁ PODPORA UČITELŮ V ZAVÁDĚNÍ KLIMATICKÉHO VZDĚLÁVÁNÍ NA ŠKOLÁCH

FROM INSPIRATION TO ANCHORING: A LONG-TERM TEACHER SUPPORT IN THE IMPLEMENTATION OF CLIMATE EDUCATION IN SCHOOLS

Roman Kroufek, Michaela Petříčková

EduPort, 10(1)  

Climate change education (CCE) is increasingly recognised as an essential part of contemporary schooling, yet its systematic implementation in Czech schools remains uneven. Teachers and schools routinely encounter implementation barriers such as limited time and workload pressures, curriculum and assessment constraints, uncertainty regarding both content and pedagogy, and variable institutional support. In response, long-term teacher-support programmes that combine professional learning, peer exchange and mentoring are often promoted as a promising pathway. However, there is still a need for process-oriented evidence explaining how programme support...

INTERVENTION OPTIONS FOR PUPILS WITH ATTENTION DEFICIT AND BEHAVIORAL DISORDERS IN MAINSTREAM PRIMARY EDUCATION: A CASE STUDY

Barbora Lanková1, Tereza Hajncová1, Anežka Fousková1, Kamila Bitalová1,2, Ilona Pešatová,3 Michal Vostrý3,4

EduPort, 10(1)  

This article focuses on the possibilities of pedagogical and special educational interventions for a pupil with attention and behavioural difficulties educated in a mainstream primary school. The aim of the study is to analyse, through a case study approach, the manifestations of the pupil’s difficulties in the areas of attention, self-regulation, and social adaptation within the school environment, and to describe the support measures implemented in the context of inclusive education. The case study is based on long-term monitoring of the pupil and draws on the analysis of medical documentation, school records, teachers’ reports, and collaboration...