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Once we meet at school Again

Once we meet at school Again

Document Once We Meet at School Again – The Crisis Plan (PDF) is intended to guide Kindergartens, Primary and Secondary Schools during the periods of children returning back to schools after isolation, currently after the Covid-19 pandemic isolation. The document was created in collaboration with Bambíno Nursery and Square Primary School, supported by Vigvam Counseling, under the auspices of the Professional Community for the Prevention of Risk Behavior, OSPRCH, z.s., the Czech Society for Inclusive Education ČOSIV, z.s., the Czech Montessori Association, the Association of Small Innovative Schools and the Fair School.

“The intention was to create material that will support teachers in responding to the possible low spirits of children and students on their return to schools. It is important to advise teachers when to expect negative changes in behavior and feelings of children and their own during next school year and help them to respond adequately and attempt to prevent such changes where possible. The document describes common chronological sequence of changes in feelings and behavior based on our experiences from crisis work. If teachers take these variables into account in advance and prepare an explicit plan for what to do and not to do, it can contribute to increasing the feeling of security and faster adaptation to the situation. The document contains significant time periods with a description of their characteristics, emphasizing what to focus on when working with the class, and suggestions for possible activities for these periods. The specifics of the school year and the passage of time with regard to the holidays are also taken into account. The suggestions for activities in the document are broken down by individual age groups. Each age group to which the document relates has its own important “theme” in development, which comes to the fore with the closure of schools more than in other groups. Kindergarten children cannot be assumed to have been in virtual contact with each other or with adults, which may result in their return being a completely new adaptation. For primary and secondary school pupils, it can be assumed that mutual contact in the virtual world could have provided them with even narrower and closer form of contact compared to regular contact in schools. At the same time, the burden associated with school results, with regard to school graduation, entering exams, etc., appears significantly in the second mentioned groups.

The document contains both theoretical and practical information. It was created so that its parts were suitable for printing, adding written notes and for its practical use. It was not our goal to create an academic or study material. “

Ashoka regards ČOSIV as an example of good practice

Ashoka regards ČOSIV as an example of good practice

Ashoka acknowledges ČOSIV’s systematic activity in the field of alleviating inequalities in children’s educational opportunities and supporting inclusive education in Czech schools. Ashoka regards ČOSIV 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’s leading social entrepreneurs since 1980. Ashoka concentrates on innovative solutions that bring social benefits and respond to today’s social and environmental challenges.

The ČOSIV 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 Klára Laurenčíková 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 ČOSIV 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.”

ČOSIV 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. ČOSIV 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. ČOSIV 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. ČOSIV 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 ČOSIV 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.

ČOSIV receives the donation from First Book again

ČOSIV receives the donation from First Book again

First Book will work in partnership with ČOSIV (Czech Professional Society for Inclusive Education), which was founded in 2011 to engage and empower various education stakeholders individually, while also building local and national relationships, to distribute approximately 200 locally sourced, culturally relevant books to children in need in the Czech Republic.

ČOSIV will cooperate on distribution of the books with Česká asociace streetwork (Czech Association of Streetwork – www.streetwork.cz) which is the platform for all Czech leisure activities and clubs for children in need.

ČOSIV will distribute these books through a partnership with three Czech independent book publishers (Baobab, Meandr, Labyrint) to children in need in the Czech Republic.

 

How to reduce challenging behaviour at schools in context of child trauma experience

How to reduce challenging behaviour at schools in context of child trauma experience

 

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This project is financed by EEA funds during the period 2014 – 2021. The EEA and Norway Grants represent the contribution of Iceland, Liechtenstein and Norway to reducing economic and social disparities and to strengthening bilateral relations with 15 EU countries.

 

How to reduce challenging behaviour at schools in context of child trauma experience

Project number: EHP-CZ-IN-1-001
Program: Education
Type of project: Institutional cooperation projects
Program provider: Dům zahraniční spolupráce www.dzs.cz/fondy-ehp
Realization period: 08/2019–08/2020
Partner institution: Norske Kvinners Sanitesforening Akershus Østbytunet,
Main solver: Česká odborná společnost pro inkluzivní vzdělávání, z.s

 

 

About the project:

Czech Professional Society for Inclusive Education (from the Czech Republic) and Center for Treatment and Professional Development in Mental Health Care Østbytunet (from Norway) will create a new programme for further education of the Czech teachers, special educators and school psychologists. This programme will support the pupils with challenging behavior. Project activities are the pilot of the training programme, training of the future lectors and seminars for the Czech teachers and students of faculties of education. The aim of the project is to support pupils with challenging behavior by development of professional skills of the Czech teachers.

ONE YEAR LATER – The results of the survey present the impacts of the pro-inclusive education reform

ONE YEAR LATER – The results of the survey present the impacts of the pro-inclusive education reform

According to the research of headmasters and teachers views on the impact of pro-inclusive education reform (amendments to School Act introducing support measures for children with special educational needs), funding of the support for children with special needs is the most improved factor after first year of practice. However, headmasters of mainstream elementary schools are still struggling with lack of teacher assistants or special educators. The large number of pupils in the classroom is also seen as problem by teachers. pokračovat