1. PaedDr. Miroslava Salavcová Research Institute of Education in Prague Teacher Education for Inclusion Spain 8. – 11. 5. 2011

2. Czech education system Czech education system Inclusion in the Czech Republic Inclusion in the Czech Republic Main principles and priorities Main principles and priorities Presentation structure

3. compulsory school attendance since 1774 nine years, usually ages 6 - 15 secondary education – final examinations tertiary education – entrance exams special schools – a part of the overall educational system mainstream schools – opened for pupils with Czech education system compulsory school attendance since 1774 nine years, usually ages 6 - 15 secondary education – final examinations tertiary education – entrance exams special schools – a part of the overall educational system mainstream schools – opened for pupils with special educational needs see see

4. Strengthening the self esteem of teachers, their competences and responsibility to teach all children in a class successfully. Breaking the belief of teachers that including children with special needs into a mainstream class will distract the other students. Changing the pattern of treating inclusive education as integrative education – teachers do have the knowledge for diverse teaching approaches and methods however they are rather reluctant to use them in practise. Lack of a clear policy for the professional development of teachers and a lack of systematic in-service training for teaching pupils with special and diverse needs. Inclusion in the Czech Republic

5. Main principles and priorities

6. I involvement E expression I involvement E expression N negotiation D determination C caring U uniqueness L learning C cultural diversity U understanding A abilities S sharing T teaching I intelligence I improvement I intelligence I improvement V victories O optimism E excitement N nice people

7. Thank you for your interest salavcova@vuppraha.cz