ated problem of inclusion in school classes is not just the harmonization of pupils with those who are threatened with social exclusion, or have a handicap, but also the harmonization of the gifted with the insufficiently communicative and so on. In the field of inclusion, there is a need to highlight the role of case studies, samples of individual successful examples which need to be used to counter blanket prejudices of the type, “This can’t be managed in a modern school. They do it only because they are forced to, but in fact they are not motivated. They don’t want to engage with teaching…” The reverse side of this process is the need to draw up individual study plans for more pupils than teachers have been used to in the past. In years to come the integration of good knowledge of subject didactics with the ability to adapt it to the specific needs of individual pupils will be the cornerstone of skill in teaching. The key question in the time of inclusion is how to meet pupils halfway, motivate them and find appropriate forms of education including with the use of teacher’s assistants. In schools abroad, it has become usual for inclusion to involve special teachers who from time to time give an individual lesson to a pupil with special needs and together with the pupil find effective ways of going through the harder parts of educational contents. The aim is to provide targeted and effective support for both disadvantaged and gifted pupils. People experiencing alienation are usually indifferent to the problems of others; and when the emphasis is laid on the need for individualization, it can be understood in different ways: a) as respect for the uniqueness of the existence of every human being, b) as the fact that interpersonal relations are becoming depersonalized. The current picture of upbringing and education lacks authentic, cultivated relations between culture and the idea of learning. Learning in today’s over-technical world has abandoned the ancient ideals of wisdom and humanity and shows quite a strong tendency to focus primarily on the practical application of knowledge in life. The terminology underlying the development of “human potential” and so on, refers to the education of the human being as capital sui generis, and a view of the human being as a commodity looking for deployment on the labour market. Inclusion in a democratic society is becoming the litmus test of the extent to which current education is capable of a return to a humane profile and the acknowledgment of the uniqueness of human existence including the value that every child and adolescent on the threshold of life represents for society.
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References Beňák, D.; Vepřková, R. (2020). Dopady Covid-19 na vzdělávání žáků a nástroje pomoci: výzkumná sonda. Odbor pro sociální začleňování/Department for Socvial Integration (Agentura). Ministry of Local Development, (internal material, typescript). Gál, J. (1999). Letmý pohľad na humanizačný stav našej školy. Pedagogické rozhľady, no. 2. Grecmanová, H. (2000). Klima školy v podmínkách transformace školské soustavy. (Dissertation) Olomouc: PdF UP. Charvát, P.; Lang, P.; Staněk, A. (2020). Spolupráce škol s žáky, kteří žijí ve složitých podmínkách, v čase opatření přijatých s šířením Covid-19. Výběrové šetření v základních a mateřských školách ve spolupracujících lokalitách. Agency for Social Integration. (Unpublished manuscript; data available at www.socialni-zaclenovani.cz) Jedlička, R.; Koťa, J.; Slavík, J. (2018). Pedagogická psychologie pro učitele. Praha: Grada. Koťa, J. (2015). Vzdělávání dětí ze sociálně slabých rodin. Integrace a inkluze ve školní praxi, prosinec 2015, s. 10–15. Koťa, J. (2018). Sociálně psychologické poznání v pedagogickém prostoru. In Jedlička, R.; Lašek, J. (2007). Sociálně psychologické klima školních tříd a školy. (2nd edn.) Hradec Králové: Gaudeamus. Ruling of the Large Senate of the Court on 13th of November 2007 in case no. 57325/00 – D. H. and others versus the Czech Republic. Available at: http://portal.justice.cz /Justice2/MS/ms.aspx?o=23&j=33&k=390&d=201083. Sartori, G. (1973). Democratic Theory. Greenwood Press. Spurný, M. (2020). Veřejnost o speciálních školách a inkluzivním vzdělávání – září 2020. Press Report of 8th October; Naše společnost – projekt kontinuálního výzkumu veřejného mínění; Praha: Centre for Research on Public Opinion, Sociological Institute of the Czech Academy of Sciences. de Tocqueville, A. (2010). De la démocratie en Amérique. Editions Flammarion. Všeobecná deklarace lidských práv. http--www.osn.cz-wp-content-uploads-2015-12-UDHR _2015_11x11_CZ2.pdf Žovinec, E. (2016). Komplexní poradenství v procesu inkluzivní edukace. In V. Lechta, et al., Inkluzivní pedagogika. (s. 171–190). Praha: Portál. Každý třetí neví, co je inkluze. Tento pojem byla chyba, míní Valachová. https://www.idnes.cz /zpravy/domaci/vyzkum-pojem-cesi-nevedi-co-znamena-inkluze.A180214_141428 _domaci_nub [downloaded 17th October 2020]
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Implementing Inclusive Policies: What Are the Local Realities? Serge Ramel, Haute école pédagogique du canton de Vaud, Laboratoire international sur l’inclusion scolaire (LISIS)
Preamble “The strength of a community is measured by the well-being of the weakest of its members.” (from the preamble of the Swiss constitution)
In this chapter, we will illustrate the challenges of implementing inclusive policies at the local level. This attempt often leads to compromises that are part of the slow evolution of education systems. To do this, we will rely on several international declarations under the aegis of the United Nations Educational, Scientific and Cultural Organization (UNESCO), and, in a process currently being carried out in Switzerland, more particularly in the canton of Vaud, a state with the ambition to develop its schools with an inclusive aim. To this effect, the Minister in Charge of Education1 asked for the development of a concept implementing and coordinating specific measures in favour of students in mainstream schools of compulsory schooling. Under the title “Concept 360°”, this directive aims to fix the principles and criteria of schools with an inclusive vision answering the specific needs of all students. It encompasses a global approach integrating pedagogy, health and the social-educational framework. Before proceeding, it is important to specify that Switzerland is a federal state. Each of the 26 cantons, that make up the country, has au1
English language proofreading: May Majed. Formally, in Switzerland, a ministry is called a department, and in the canton of Vaud, the department of education is called “Department of Education, Youth and Culture”. For the sake of convenience, we will use the more common name of “Minister in Charge of Education” to designate its head of department. https://doi.org/10.14712/9788024650272.6 Ukázka elektronické knihy