Existuje nieko\u013eko strat\u00e9gi\u00ed a zdrojov, ktor\u00e9 mo\u017eno pou\u017ei\u0165 na podporu u\u010dite\u013eov pri propag\u00e1cii inkl\u00fazie:<\/p>\n[\/vc_column_text][vc_row_inner equal_height=”yes”][vc_column_inner el_class=”mrg-top-left” width=”1\/2″ css=”.vc_custom_1605709336804{background-color: rgba(0,170,229,0.5) !important;*background-color: rgb(0,170,229) !important;}”][vc_column_text]\n
Univerz\u00e1lny model u\u010denia\u00a0<\/strong>(Meyer, Rose, & Gordon, 2014Univerz\u00e1lny dizajn pre u\u010denie: te\u00f3ria a prax.<\/span> Wakefield, MA: CAST Professional Publishing<\/span><\/span> <\/span><\/span>) je vzdel\u00e1vac\u00ed r\u00e1mec a sprievodn\u00e9 pokyny na podporu navrhovania vzdel\u00e1vac\u00edch cie\u013eov, materi\u00e1lov, met\u00f3d, hodnoten\u00ed a podporn\u00fdch polit\u00edk s oh\u013eadom na r\u00f4znych \u0161tudentov. Princ\u00edpy UMU sa pou\u017eili vo vyu\u010dovan\u00ed v\u0161eobecn\u00e9ho a fyzick\u00e9ho vzdel\u00e1vania, aby u\u010dite\u013eom umo\u017enili pr\u00edstup k vzdel\u00e1vaniu zameran\u00e9ho viac na deti (Israel et al., 2014Univerz\u00e1lny dizajn pre u\u010denie<\/span><\/span> : Recommendations for teacher preparation and professional development (Document No. IC-7)<\/a>.<\/span><\/span>; Lieberman, Lytle, & Clark, 2008Z\u00edskanie hne\u010f od za\u010diatku.<\/span> Vyu\u017e\u00edvanie univerz\u00e1lneho vzoru na u\u010denie sa do v\u00e1\u0161ho u\u010debn\u00e9ho pl\u00e1nu<\/span><\/span> . Journal of Physical Education, Recreation and Dance<\/a>.<\/span><\/span>). UMU r\u00e1mec podporuje tri z\u00e1kladn\u00e9 princ\u00edpy, ktor\u00e9 m\u00f4\u017eu u\u010ditelia zabudova\u0165 do svojej vyu\u010dovacej praxe. Patria sem \u2013 r\u00f4zne sp\u00f4soby zapojenia; prezent\u00e1cie; aktivity a vyjadrenia (CAST, 2018Universal Design for Learning Guidelines version 2.2<\/a>.<\/span><\/span>)..<\/p>\n[\/vc_column_text][\/vc_column_inner][vc_column_inner el_class=”mrg-top-right” width=”1\/2″ css=”.vc_custom_1605709360274{background-color: rgba(0,170,229,0.5) !important;*background-color: rgb(0,170,229) !important;}”][vc_column_text css=”.vc_custom_1615284102015{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-right: 10px !important;padding-left: 10px !important;}”]\n R\u00f4zne sp\u00f4soby zapojenia<\/u><\/strong> je d\u00f4vod, pre\u010do<\/em><\/strong> sa u\u010di\u0165, a t\u00fdka sa pou\u017e\u00edvania r\u00f4znych psychomotorick\u00fdch prakt\u00edk na zv\u00fd\u0161enie motiv\u00e1cie det\u00ed u\u010di\u0165 sa (Liberman & Greiner, 2019Inf\u00fazia univerz\u00e1lneho dizajnu pre v\u00fdu\u010dbu programov odbornej pr\u00edpravy na telesn\u00fa v\u00fdchovu<\/span><\/span> . Journal of Physical Education, Recreation and Dance<\/a>. <\/span><\/span>). Pri zap\u00e1jan\u00ed det\u00ed do vzdel\u00e1vania existuj\u00fa r\u00f4zne strat\u00e9gie, ktor\u00e9 sa daj\u00fa vyu\u017ei\u0165, ako napr\u00edklad v\u00fdber a samostatnos\u0165 a pon\u00fakanie autentick\u00fdch a zmyslupln\u00fdch \u00faloh (Rapp, 2014Univerz\u00e1lny dizajn pre v\u00fdu\u010dbu v akcii: 100 sp\u00f4sobov, ako nau\u010di\u0165 v\u0161etk\u00fdch \u0161tudentov.<\/span> Baltimore, MD: Paul H. Brookes.<\/span><\/span> <\/span><\/span>).<\/p>\n <\/p>\n[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][vc_row_inner equal_height=”yes”][vc_column_inner el_class=”mrg-bottom-left” width=”1\/2″ css=”.vc_custom_1605709373391{background-color: rgba(0,170,229,0.5) !important;*background-color: rgb(0,170,229) !important;}”][vc_column_text]\n R\u00f4zne sp\u00f4soby prezent\u00e1cie<\/u><\/strong> \u2013 je to, \u010do<\/em><\/strong> sa u\u010dia a s\u00favis\u00ed to s prezent\u00e1ciou \/ v\u00fdu\u010dbou obsahu r\u00f4znymi sp\u00f4sobmi. Vyjasnenie toho, ako sa materi\u00e1l sp\u00e1ja so \u017eivotom det\u00ed podpor\u00ed porozumenie spojen\u00edm nov\u00fdch inform\u00e1ci\u00ed s t\u00fdm, \u010do u\u017e vedia (Liberman & Greiner, 2019Inf\u00fazia univerz\u00e1lneho dizajnu pre v\u00fdu\u010dbu programov odbornej pr\u00edpravy na telesn\u00fa v\u00fdchovu<\/span><\/span> . Journal of Physical Education, Recreation and Dance<\/a>.<\/span><\/span>). \u017diaci prij\u00edmaj\u00fa inform\u00e1cie r\u00f4znymi sp\u00f4sobmi, zv\u00e1\u017eia pou\u017eitie viacer\u00fdch sp\u00f4sobov prezent\u00e1cie inform\u00e1ci\u00ed.<\/p>\n[\/vc_column_text][\/vc_column_inner][vc_column_inner el_class=”mrg-bottom-right” width=”1\/2″ css=”.vc_custom_1605709383371{background-color: rgba(0,170,229,0.5) !important;*background-color: rgb(0,170,229) !important;}”][vc_column_text]\n R\u00f4zne sp\u00f4soby aktivity a vyjadrenia<\/u><\/strong> \u2013 je sp\u00f4sob u\u010denia sa ako<\/em><\/strong> a s\u00favis\u00ed s r\u00f4znymi sp\u00f4sobmi, ako s\u00fa deti povzbudzovan\u00e9, aby reagovali a preuk\u00e1zali svoje u\u010denie sa zru\u010dnost\u00ed a konceptov (Liberman & GreinerInf\u00fazia univerz\u00e1lneho dizajnu pre v\u00fdu\u010dbu programov odbornej pr\u00edpravy na telesn\u00fa v\u00fdchovu<\/span><\/span> . Journal of Physical Education, Recreation and Dance<\/a>.<\/span><\/span>,2019Inf\u00fazia univerz\u00e1lneho dizajnu pre v\u00fdu\u010dbu programov odbornej pr\u00edpravy na telesn\u00fa v\u00fdchovu<\/span><\/span> . Journal of Physical Education, Recreation and Dance<\/a>.<\/span><\/span>). Poskytnite de\u0165om r\u00f4zne sp\u00f4soby vyjadrenia toho, \u010do vedia, aby sa ka\u017ed\u00e9 die\u0165a hodnotilo sp\u00f4sobom, ktor\u00fd najlep\u0161ie vyhovuje ich schopnostiam.<\/p>\n[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_custom_heading text=”Universal Design <\/b> for Learning in Physical Education” font_container=”tag:div|text_align:center|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][vc_empty_space height=”15px”][vc_separator el_class=”lin-vc-separator”][vc_video link=”https:\/\/youtu.be\/LWpV3q0fO-w” el_class=”rmv-video-bottom-mrg”][vc_row_inner equal_height=”yes”][vc_column_inner el_class=”mrg-top-left” width=”1\/2″ css=”.vc_custom_1605709666870{background-color: rgba(0,170,229,0.25) !important;*background-color: rgb(0,170,229) !important;}”][vc_column_text]\n UDL principles<\/strong><\/p>\n[\/vc_column_text][vc_column_text css=”.vc_custom_1615284354671{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-right: 10px !important;padding-left: 10px !important;}”]\n Kliknite na nasleduj\u00faci link [UDL Principles] pre usmernenia k\u00a0zakomponovaniu UMU odpor\u00fa\u010dan\u00ed do pl\u00e1novania a\u00a0realiz\u00e1cie hod\u00edn telesnej v\u00fdchovy.<\/p>\n[\/vc_column_text]Download PDF<\/a>[\/vc_column_inner][vc_column_inner el_class=”mrg-top-right” width=”1\/2″ css=”.vc_custom_1605709685107{background-color: rgba(0,170,229,0.25) !important;*background-color: rgb(0,170,229) !important;}”][vc_column_text]\n Lieberman-Brian Inclusion Rating Scale (LIRSPE)<\/strong><\/p>\n[\/vc_column_text][vc_column_text]\n Lieberman, Brian a Grenier (2017) vyvinuli stupnicu \u201eLieberman-Brian Inclusion Rating Scale\u201c (LIRSPE), ktor\u00e1 m\u00e1 pom\u00e1ha\u0165 pri podpore u\u010dite\u013eov pri pl\u00e1novan\u00ed, v\u00fdu\u010dbe a hodnoten\u00ed det\u00ed s \u010fal\u0161\u00edmi potrebami, aby sa u\u013eah\u010dila ich \u00fapln\u00e1 \u00fa\u010das\u0165 v telesnej v\u00fdchove. \u00da\u010delom tejto hodnotiacej stupnice je vyhodnoti\u0165 \u00fasilie u\u010dite\u013eov o za\u010dlenenie det\u00ed s \u010fal\u0161\u00edmi potrebami do v\u0161eobecn\u00e9ho prostredia telesnej v\u00fdchovy. LIRSPE hodnot\u00ed kroky u\u010dite\u013eov s cie\u013eom zabezpe\u010di\u0165, aby sa de\u0165om so zdravotn\u00fdm postihnut\u00edm pon\u00fakali pr\u00edle\u017eitosti na telesn\u00fa v\u00fdchovu popri ich zvy\u010dajne sa rozv\u00edjaj\u00facich rovesn\u00edkoch. Kliknut\u00edm na odkazy ni\u017e\u0161ie zobraz\u00edte stupnicu hodnotenia a s\u00favisiacu rubriku.<\/p>\n Adapta\u010dn\u00e9 modely<\/strong><\/p>\n \u00a0<\/strong><\/p>\n[\/vc_column_text][vc_column_text]\n Existuj\u00fa r\u00f4zne adapta\u010dn\u00e9 modely, ktor\u00e9 na\u010drt\u00e1vaj\u00fa r\u00f4zne premenn\u00e9, ktor\u00e9 je mo\u017en\u00e9 zoh\u013eadni\u0165 pri zahrnut\u00ed det\u00ed s \u010fal\u0161\u00edmi potrebami do telesnej v\u00fdchovy, \u0161portu a \/ alebo hier. Tieto modely nie s\u00fa rie\u0161eniami \u201eoff-the-shelf\u201c, ale smeruj\u00fa k inkluz\u00edvnej \u00fa\u010dasti. Niektor\u00e9 be\u017ene pou\u017e\u00edvan\u00e9 modely s\u00fa: TREE, STEP a Inclusive TIMES. TREE je skratka pre \u0161t\u00fdl v\u00fdu\u010dby, pravidl\u00e1, prostredie, vybavenie. STEP je skratka pre prostredie, \u00falohy, vybavenie a \u013eud\u00ed. TIMES je skratka pre \u010das, in\u0161trukcie, pohyb, \u017eivotn\u00e9 prostredie a podporu, tento model sa v s\u00fa\u010dasnosti pou\u017e\u00edva v kontexte kond\u00edcie.<\/p>\n Sebahodnotiace n\u00e1stroje<\/strong><\/p>\n \u00a0<\/strong><\/p>\n[\/vc_column_text][vc_column_text css=”.vc_custom_1615284893372{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-right: 10px !important;padding-left: 10px !important;}”]\n Inkl\u00fazia je neust\u00e1ly proces z\u00e1\u017eitkov\u00e9ho u\u010denia prostredn\u00edctvom praxe, pri\u010dom sa sna\u017e\u00ed vyhovie\u0165 individu\u00e1lnym a skupinov\u00fdm potreb\u00e1m det\u00ed. D\u00f4le\u017eit\u00fdm krokom v tomto procese z\u00e1\u017eitkov\u00e9ho u\u010denia je reflexia a sebahodnotenie. Odkazy ni\u017e\u0161ie nasmeruj\u00fa u\u010dite\u013eov na n\u00e1stroje, ktor\u00e9 im umo\u017e\u0148uj\u00fa vyhodnoti\u0165 ich \u00fasilie o podporu za\u010dlenenia.<\/p>\n Inkluz\u00edvny PEPAS Model<\/strong><\/p>\n \u00a0<\/strong><\/p>\n[\/vc_column_text][vc_column_text]\n Pod\u013ea Medzin\u00e1rodnej klasifik\u00e1cie zdravotn\u00e9ho postihnutia a zdravia Svetovej zdravotn\u00edckej organiz\u00e1cie(ICF; WHO, 2002Innovative Care for Chronic Conditions \u2013 Building Blocks for Action (Global Report). Geneva, Switzerland: WHO.<\/span><\/span>) je potrebn\u00e9 zisti\u0165, ako doplnkov\u00e9 potreby \u00fa\u010dastn\u00edka ovplyvnia jeho \u00fa\u010das\u0165 na fyzickej aktivite, a preto je najlep\u0161ie kombinova\u0165 znalosti o fungovan\u00ed \u00fa\u010dastn\u00edka a in\u00e9 kontextov\u00e9 faktory (napr. skr\u00edning a \/ alebo hodnotenie) s defin\u00edciou alebo anal\u00fdzou \u00falohy alebo \u010dinnosti. Nasleduj\u00faci klip vysvet\u013euje, ako je mo\u017en\u00e9 model PEPAS vyu\u017ei\u0165 v kontexte telesnej v\u00fdchovy<\/p>\n <\/p>\n Komunitn\u00e1 prax<\/strong><\/p>\n <\/p>\n[\/vc_column_text][vc_column_text css=”.vc_custom_1615285262618{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-right: 10px !important;padding-left: 10px !important;}”]\n Komunitn\u00e1 prax umo\u017e\u0148uje pedag\u00f3gom spolo\u010dne sa u\u010di\u0165 a prehlbova\u0165 svoje vedomosti a odborn\u00e9 znalosti, zdie\u013ea\u0165 n\u00e1pady, sk\u00fasenosti a strat\u00e9gie z praxe. Spolo\u010denstvo praxe sa m\u00f4\u017ee s\u00fastredi\u0165 na za\u010dlenenie do konkr\u00e9tnej \u0161koly vr\u00e1tane pedag\u00f3gov, det\u00ed s \u010fal\u0161\u00edmi potrebami a ich opatrovn\u00edkov a pridru\u017een\u00fdch odborn\u00edkov. Praktick\u00e9 spolo\u010denstv\u00e1 m\u00f4\u017eu tie\u017e existova\u0165 online, aby zah\u0155\u0148ali pedag\u00f3gov TV z cel\u00e9ho sveta alebo z cel\u00e9ho regi\u00f3nu, v\u0161etci venuj\u00faci sa neust\u00e1lemu profesion\u00e1lnemu rozvoju na podporu inkluz\u00edvnej praxe. Niektor\u00e9 existuj\u00face komunity sa t\u00fdkaj\u00fa v\u0161eobecnej telesnej v\u00fdchovy, zatia\u013e \u010do in\u00e9 sa osobitne venuj\u00fa za\u010dleneniu det\u00ed s \u010fal\u0161\u00edmi potrebami.<\/p>\n <\/p>\n <\/p>\n[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_custom_heading text=”Odpor\u00fa\u010dan\u00e9 <\/b> zdroje” font_container=”tag:div|text_align:center|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][vc_empty_space height=”15px”][vc_separator el_class=”lin-vc-separator”][vc_row_inner][vc_column_inner width=”1\/4″][vc_custom_heading text=”Singapore Disability Sports Council (2015)” font_container=”tag:h4|text_align:left|color:rgba(0%2C170%2C229%2C0.6)”][vc_custom_heading text=”Let\u2019s Play Together. Let\u2019s Play Together je inkluz\u00edvny hern\u00fd zdroj, ktor\u00e9ho cie\u013eom je v\u0161estrannos\u0165 a umo\u017enenie v\u0161etk\u00fdm de\u0165om s r\u00f4znymi schopnos\u0165ami zapoji\u0165 sa do \u0161portu a hier, so zameran\u00edm na fyzick\u00e9, intelektu\u00e1lne, autistick\u00e9 spektrum, zrakov\u00e9 a sluchov\u00e9 postihnutia.” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”]Download PDF<\/a>[\/vc_column_inner][vc_column_inner width=”1\/4″][vc_custom_heading text=”UNESCO” font_container=”tag:h4|text_align:left|color:rgba(0%2C170%2C229%2C0.6)” use_theme_fonts=”yes” link=”url:https%3A%2F%2Funesdoc.unesco.org%2Fark%3A%2F48223%2Fpf0000235409||target:%20_blank|”][vc_custom_heading text=”UNESCO International Charter of Physical Education, Physical Activity and Sport. Medzin\u00e1rodn\u00e1 charta telesnej v\u00fdchovy, telesnej aktivity a \u0161portu je odkaz zalo\u017een\u00fd na pr\u00e1vach, ktor\u00fd zameriava a podporuje tvorbu polit\u00edk a rozhodovanie v \u0161porte.. ” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”][\/vc_column_inner][vc_column_inner width=”1\/4″][vc_custom_heading text=”UN Convention” font_container=”tag:h4|text_align:left|color:rgba(0%2C170%2C229%2C0.6)” use_theme_fonts=”yes” link=”url:https%3A%2F%2Fwww.un.org%2Fdevelopment%2Fdesa%2Fdisabilities%2Fconvention-on-the-rights-of-persons-with-disabilities%2Fthe-convention-in-brief.html||target:%20_blank|”][vc_custom_heading text=”A summary of the UN Convention on the rights of persons with disabilities.” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”][\/vc_column_inner][vc_column_inner width=”1\/4″][vc_custom_heading text=”Circle Resource” font_container=”tag:h4|text_align:left|color:rgba(0%2C170%2C229%2C0.6)” use_theme_fonts=”yes” link=”url:https%3A%2F%2Feducation.gov.scot%2Fimprovement%2Flearning-resources%2Fcircle-resource-to-support-inclusive-learning-and-collaborative-working%2F||target:%20_blank|”][vc_custom_heading text=”Circle Resource, tento zdroj si kladie za cie\u013e spoji\u0165 a zdie\u013ea\u0165 osved\u010den\u00e9 inkluz\u00edvne postupy so zameran\u00edm na pr\u00edstupy na zlep\u0161enie zapojenia a \u00faspechu v\u0161etk\u00fdch \u017eiakov, vr\u00e1tane t\u00fdch, ktor\u00ed potrebuj\u00fa \u010fal\u0161iu podporu” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”]Download PDF<\/a>[\/vc_column_inner][\/vc_row_inner][vc_row_inner][vc_column_inner width=”1\/3″][vc_custom_heading text=”Australian Sports Commission (2010)” font_container=”tag:h4|text_align:left|color:rgba(0%2C170%2C229%2C0.6)”][vc_custom_heading text=”Athletics play je pr\u00edru\u010dka s pr\u00edstupom ku kou\u010dovaniu, ktor\u00e1 vyu\u017e\u00edva hry sk\u00f4r ako cvi\u010denia, na predstavenie zru\u010dnost\u00ed a taktiky konkr\u00e9tneho \u0161portu alebo \u0161trukt\u00farovanej fyzickej aktivity, ktor\u00e1 sa poskytuje. Ka\u017ed\u00e1 aktivita je navrhnut\u00e1 \u00fa\u010delne, aby hry postupne zaviedli a rozv\u00edjali konkr\u00e9tne zru\u010dnosti, na ktor\u00e9 je aktivita zameran\u00e1. Zmena zamerania sa pou\u017e\u00edva na u\u013eah\u010denie a n\u00e1ro\u010dnos\u0165 \u00faloh, ako aj na skratku FISH s nasleduj\u00facimi z\u00e1sadami, na ktor\u00fdch je pr\u00e1ca zalo\u017een\u00e1: Je hra FUN? – Je hra INCLUSIVE? – Je hra SAFE? – Zabezpe\u010duje hra HIGH INVOLVEMENT?” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”]Download PDF<\/a>[\/vc_column_inner][vc_column_inner width=”1\/3″][vc_custom_heading text=”Unfallkasse Nordrhein-Westfalen (2006)” font_container=”tag:h4|text_align:left|color:rgba(0%2C170%2C229%2C0.6)”][vc_custom_heading text=”Gemeinsames Lernen im Schulsport. Inklusion auf den Weg gebracht. Band 1 \u2013 Grundlagen `{`Learning together in physical education. Inclusion on the way. Volume 1 – Basics`}`. D\u00fcsseldorf: Unfallkasse NRW. ” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”]Download PDF<\/a>[\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”margin-bottom-zero”][vc_column][vc_custom_heading text=”Want to know more?<\/b>” font_container=”tag:div|text_align:center|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][\/vc_column][\/vc_row][vc_row bg_type=”bg_color” bg_override=”full” bg_color_value=”rgba(0,170,229,0.5)”][vc_column width=”1\/3″][vc_custom_heading text=”DIPPE Functional Map<\/b>pre v\u0161eobecn\u00e9 z\u00e1kladn\u00e9 vzdelanie Stiahnutie PDF [vc_row][vc_column][vc_custom_heading text=”Strat\u00e9gie a zdroje pre podporu inkl\u00fazie ” font_container=”tag:div|text_align:center|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][vc_empty_space height=”15px”][vc_separator el_class=”lin-vc-separator”][vc_column_text] Existuje nieko\u013eko strat\u00e9gi\u00ed a zdrojov, ktor\u00e9 mo\u017eno pou\u017ei\u0165 na podporu u\u010dite\u013eov pri propag\u00e1cii inkl\u00fazie: [\/vc_column_text][vc_row_inner equal_height=”yes”][vc_column_inner el_class=”mrg-top-left” …<\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-inclusion.php","meta":[],"_links":{"self":[{"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/pages\/2501"}],"collection":[{"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/comments?post=2501"}],"version-history":[{"count":2,"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/pages\/2501\/revisions"}],"predecessor-version":[{"id":2754,"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/pages\/2501\/revisions\/2754"}],"wp:attachment":[{"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/media?parent=2501"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
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\nCie\u013eom zv\u00e4zku 1 tejto pr\u00edru\u010dky je predstavi\u0165 z\u00e1klady inkl\u00fazie, pokia\u013e ide o u\u010debn\u00e9 osnovy, bezpe\u010dnos\u0165, hodnotenie v\u00fdkonnosti a kompenz\u00e1ciu nev\u00fdhod. Aby sa u\u010ditelia mohli vyrovna\u0165 so zvy\u0161uj\u00facou sa heterogenitou \u0161kolskej popul\u00e1cie, potrebuj\u00fa \u0161peci\u00e1lne pedagogick\u00e9 zru\u010dnosti: mali by by\u0165 schopn\u00ed pracova\u0165 s podporn\u00fdmi pl\u00e1nmi a spolupracova\u0165 v mnohon\u00e1rodnostn\u00fdch t\u00edmoch v \u0161kole. Mali by by\u0165 schopn\u00ed rozl\u00ed\u0161i\u0165 potreby dodato\u010dnej podpory vzdel\u00e1vania – od det\u00ed s dodato\u010dn\u00fdmi potrebami, napr\u00edklad pre deti s autizmom, \u0165a\u017ek\u00fdm zdravotn\u00fdm postihnut\u00edm a chronick\u00fdmi chorobami, ako s\u00fa cukrovka a obezita. ” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”]Download PDF<\/a>[\/vc_column_inner][vc_column_inner width=”1\/3″][vc_custom_heading text=”Unfallkasse Nordrhein-Westfalen (2017)” font_container=”tag:h4|text_align:left|color:rgba(0%2C170%2C229%2C0.6)”][vc_custom_heading text=”Gemeinsames Lernen im Schulsport. Inklusion auf den Weg gebracht. Band 1 \u2013 Praxisbeispiele `{`Learning together in physical education. Inclusion on the way. Volume 1 \u2013 Practical examples`}`. D\u00fcsseldorf: Unfallkasse NRW.
\nZv\u00e4zok 2 je venovan\u00fd praktick\u00e9mu n\u00e1vrhu s\u00fa\u010dasnej telesnej v\u00fdchovy pre heterog\u00e9nne vzdel\u00e1vacie skupiny. Ako navrhn\u00fa\u0165 pestr\u00fd program pre za\u010diato\u010dn\u00edkov? Ako m\u00f4\u017eete tancova\u0165 spolu? Ako m\u00f4\u017eu \u0161tudenti vylep\u0161i\u0165 svoju v\u00fddr\u017e pri vytrvalostnom behu? Ako je mo\u017en\u00e9 navrhn\u00fa\u0165 cvi\u010debn\u00fd kurz s ve\u013ek\u00fdm vybaven\u00edm? Ako vyzer\u00e1 vhodn\u00fd futbalov\u00fd tr\u00e9ning? Odpovedaj\u00fa sa v\u0161ak aj na k\u013e\u00fa\u010dov\u00e9 pedagogick\u00e9 ot\u00e1zky, napr. Ako zvl\u00e1dam ru\u0161iv\u00e9 a n\u00e1ro\u010dn\u00e9 spr\u00e1vanie u\u010dite\u013ea? Ako m\u00f4\u017eem diagnostikova\u0165 motorick\u00e9 kompetencie v telesnej v\u00fdchove?<\/p>\n
\nU\u010ditelia v prostred\u00ed inkluz\u00edvnej telesnej v\u00fdchovy. ” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”]Download PDF<\/a>[\/vc_column][vc_column width=”1\/3″][vc_custom_heading text=”Pokyny, ktor\u00e9 u\u010dite\u013eom maj\u00fa pom\u00f4c\u0165 pri za\u010dle\u0148ovan\u00ed z\u00e1sad UDL <\/b> do navrhovania a realiz\u00e1cie ich hod\u00edn telesnej v\u00fdchovy. ” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”]Download PDF<\/a>[\/vc_column][vc_column width=”1\/3″][vc_custom_heading text=” R\u00e1mec znalost\u00ed, zru\u010dnost\u00ed a kompetenci\u00ed <\/b> pre u\u010dite\u013eov z\u00e1kladn\u00fdch \u0161k\u00f4l pre v\u0161eobecn\u00fdch u\u010dite\u013eov v kontexte inkluz\u00edvnej telesnej v\u00fdchovy. ” font_container=”tag:p|text_align:left” use_theme_fonts=”yes”]Download PDF<\/a>[\/vc_column][\/vc_row]\n","protected":false},"excerpt":{"rendered":"