Mńõs√≠c: May 2020

domŇĮ / 2020 / May
Ashoka regards ńĆOSIV as an example of good practice

Ashoka regards ńĆOSIV as an example of good practice

Ashoka acknowledges ńĆOSIV‚Äôs systematic activity in the field of alleviating inequalities in children’s educational opportunities and supporting inclusive education in Czech schools. Ashoka regards ńĆOSIV as an example of good practice in achieving the necessary systemic changes in education.

Ashoka has pioneered the field of social entrepreneurship, identifying and supporting the world‚Äôs leading social entrepreneurs since 1980. Ashoka concentrates on innovative solutions that bring social benefits and respond to today’s social and environmental challenges.

The ńĆOSIV case study shows the work of our organization in the current publication SYSTEMIC AND 08EMPOWERING (SOCIAL ENTREPRENEURSHIP IN THE TIME OF PHILANTHROCAPITALISM). The publication aim is to inspire, share practical examples and support social innovators across continents. The analysis of the Czech Society for Inclusive Education and its chairwoman Kl√°ra Laurenńć√≠kov√° case study, which can be found on pages 36 – 41, depicts the complexity of implementing systemic change and its impact on systemic support provision for children with special educational needs in Czech schools.

“The case of ńĆOSIV depicts the way in which social entrepreneurs focus on improving existing regulatory and legislative public systems to guarantee access to quality public service for everybody.”

ńĆOSIV unites non-profit organizations, representatives of the academic community, schools, parents and people with special educational needs in the Czech Republic and supports changes aiming towards higher justice in education. ńĆOSIV concentrates on the overall support and awareness of inclusive education based on data driven decision making and the provision of resources, capacity building and methodological support for schools so as to create suitable conditions for the provision of quality education to all children, including children with special educational needs and gifted children, who often need increased support in education. ńĆOSIV strives for equal and equitable access to quality education for all children, pupils and students, regardless of their socio-economic background, living conditions, origin, cultural environment or health status. ńĆOSIV aspiration is to ensure that every child will experience acceptance and success at school. This would be achieved then by supporting schools in establishing conditions that are promoting the full development of their educational potential. One of the many activities ńĆOSIV is carrying out to achieve its vision is the transformation of legislative, financial and capacity conditions that will enable implementation of an inclusive environment in all Czech schools.

The planned two-day training took place online

The planned two-day training took place online

Like all of us measures restricting travel affected us at ńĆOSIV, so we had to replace the originally planned two-day training with our Norwegian lecturers in Prague to a virtual environment. We divided the training into three days to support the concentration of attention of the trainees. The training topic was more than suitable – the activation of the stress response system and the effects of stress on behavior.
The change of established habits and routines, combined with the uncertainty of what and how will happen next, has given us all an authentic experience of increased levels of stress. Nevertheless, we tried to maintain a positive mood and together we thought about how best to support children and teachers after returning to schools.

Getting Back to School after Disruptions

Getting Back to School after Disruptions

Students need to feel safe at school and have good relationships with peers and teachers so that they can learn, develop their educational potential, and achieve educational success. Many students are exposed to various demanding conditions and experiences during a state of emergency. All students are experiencing changes to their regime, isolation from friends, school, and usual activities. For many children, even their basic necessities (especially sufficient food, sleep and a sense of security) were probably not regularly met. Such children urgently need a safe, predictable, and friendly school environment upon their return. Especially if they continue to be at risk of not meeting their basic needs in the family environment. 

 

In the enclosed document, are presented six strategies that increase the feeling of safety and predictability while supporting behavioral expectations. When returning to schools, using PBIS strategies help providing not only comprehensive support for all pupils, but also targeted support for children with a higher need for support.