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Recording of the 1st online meeting for school counsellors and special educators

Recording of the 1st online meeting for school counsellors and special educators

These days, each of us needs support. Especially those who¬†are supporting¬†others.¬†We¬†have¬†therefore organized the first online meeting for employees of school counseling centers¬†on Wednesday 18.¬†11. 2020.¬†There was a¬†great¬†demand for the meeting¬†and over 160 school counselors,¬†principals,¬†and teachers from all over the country¬†had attended¬†virtually. We¬†have¬†focused on supporting children with SEN during¬†the¬†pandemic, supporting the mental health of children and teachers, and children’s behavior¬†support¬†in the online environment. The¬†children’s¬†behavior support presentation¬†describes¬†some important principles and procedures of PBIS.¬†

You can find the video here. 

Providing support for children with SEN during distance education (PDF) 

Promoting self-regulation and mental health (PDF) 

Supporting children’s behavior in the online environment (PDF)¬†

 

The discussion brought many inspiring observations of the participants. We publish some of them: 

Most important is¬†the relationship between teacher and¬†educational¬†assistant¬†(for children with SEN),¬†if¬†it does not work well¬†in regular environment,¬†it¬†is¬†then¬†perhaps even more difficult in distance learning. We use assistants¬†largely, for example for tutoring children. “¬†

“I am very happy that we have¬†assistants¬†– they work individually, pay attention to the pupils¬†needs, they also support those who do not have¬†official¬†recommendations from the counseling center, but they can also support those who need it – but we are still¬†learning¬†and looking for the best ways‚Ķ”¬†

“I involved¬†ed.¬†assistants in the lessons and it’s great. The problem was mostly with the teachers, who¬†didn‚Äôt¬†cooperate. But it is already clearly proven, an assistant¬†can¬†contact the family, come to online¬†classes,¬†and can then work with the student individually. It is not¬†only up to¬†the teacher, who at this time is very busy communicating with parents¬†and¬†students,¬†providing¬†formative assessment¬†etc. “¬†

Relevant questions were raised in person and in the chat, and most of them were answered directly during the meeting and complemented by interesting experiences of the participants from their practice. 

We wrote for journal ҆koln√≠ poradenstv√≠ v praxi about the PBIS system

We wrote for journal ҆koln√≠ poradenstv√≠ v praxi about the PBIS system

We have prepared a detailed article on the Positive¬†Behavioral Interventions and¬†Supports¬†(PBIS) system,¬†for a professional magazine for employees of school counseling centers. ńĆOSIV is currently piloting PBIS in three Czech schools.¬†

In this article, we describe in detail the first of three tiers of interventions used in the PBIS system: 

Tier 1 (main content of the article) Рpreventive support with a set of recommended procedures and steps for all pupils and employees in the school 

¬†Tier¬†2 – more intensive support in small groups and shorter time intervals,¬†aimed on¬†10¬†‚Äst20%¬†of students¬†

¬†Tier¬†3 – individualized intensive intervention for pupils with severe behavioral problems,¬†aimed on¬†1¬†‚Äst5% students¬†

 In the article are described also other measures that are used in PBIS. For example, how to organize the classroom environment, what routines to implement in schools, and how to define expected school behavior for students. 

You can read the whole article here.

Once we meet at school Again

Once we meet at school Again

Document Once We Meet at School Again ‚Äď 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 Bamb√≠no 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 ńĆOSIV, z.s., the Czech Montessori Association, the Association of Small Innovative Schools and the Fair School.

‚ÄúThe 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 ‚Äútheme‚ÄĚ 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 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.

ńĆOSIV receives the donation from First Book again

ńĆOSIV receives the donation from First Book again

First Book will work in partnership with ńĆOSIV (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.

ńĆOSIV will cooperate on distribution of the books with ńĆesk√° asociace streetwork (Czech Association of Streetwork ‚Äď www.streetwork.cz) which is the platform for all Czech leisure activities and clubs for children in need.

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