{"id":2512,"date":"2020-11-03T11:05:59","date_gmt":"2020-11-03T11:05:59","guid":{"rendered":"https:\/\/www.dippe.lu\/understanding-inclusion\/"},"modified":"2021-09-30T11:23:13","modified_gmt":"2021-09-30T11:23:13","slug":"understanding-inclusion","status":"publish","type":"page","link":"https:\/\/www.dippe.lu\/sk\/understanding-inclusion\/","title":{"rendered":"Understanding Inclusion"},"content":{"rendered":"[vc_row][vc_column][vc_custom_heading text=” Inkluz\u00edvny koncept: <\/b>Defin\u00edcia & V\u00fdznam” 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 css=”.vc_custom_1604928717049{background-color: rgba(0,170,229,0.5) !important;*background-color: rgb(0,170,229) !important;}”][vc_column_inner width=”1\/2″][vc_column_text]\n

Hlavnou v\u00fdzvou inkl\u00fazie je to, \u017ee tomuto pojmu ch\u00fdba jasn\u00e1 defin\u00edcia (Florian, 2015; preh\u013ead DIPPE). Florian (2015)Koncepcia inkluz\u00edvnej pedagogiky: inkluz\u00edvny pedagogick\u00fd pr\u00edstup v praxi.<\/span> In J. M., Deppeler, T., Loreman, R., Smith & L., Florian (eds), Inclusive Pedagogy Across the Curriculum.<\/span> Zv.<\/span> 7. (s. 11-24).<\/span> Bingley: Emerald Group Publishing Limited.<\/span><\/span> <\/span><\/span> zd\u00f4raz\u0148uje, \u017ee nedostatok jasnej defin\u00edcie je vo ve\u013ekej miere sp\u00f4soben\u00fd rozdielnymi defin\u00edciami, pr\u00edstupmi a o\u010dak\u00e1vaniami, ktor\u00e9 sa objavuj\u00fa s\u00fa\u010dasne. Z tohto d\u00f4vodu, tento online zdroj zameran\u00fd na problematiku inkl\u00fazie v telesnej a \u0161portovej v\u00fdchove na z\u00e1kladnej \u0161kole (DIPPE) za\u010d\u00edna poskytnut\u00edm preh\u013eadu pojmu inkl\u00fazia a jeho porozumenia po\u010das rie\u0161enia tohto projektu. V s\u00falade s Wrench and Garrett (2018)Rozmanitos\u0165 a za\u010dlenenie.<\/span> In G., Griggs & K. Petrie (Eds.), Routledge Handbook of Primary Physical Education (s. 134-144).<\/span> Abingdon: Routledge.<\/span><\/span> <\/span><\/span> tento zdroj zd\u00f4raz\u0148uje potrebu rozv\u00edja\u0165 kritick\u00e9 ch\u00e1panie inkl\u00fazie – nielen rozpozn\u00e1vanie rozdielov, ale aj zabezpe\u010dovanie zmen\u0161ovania rozdielov prostredn\u00edctvom \u00faprav u\u010debn\u00fdch osnov a pedagogiky.<\/p>\n[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_column_text]\n

V kontexte tohto, projekt DIPPE ch\u00e1pe inkl\u00faziu ako pocit spolupatri\u010dnosti, ktor\u00fd zah\u0155\u0148a pocit re\u0161pektovania, v\u00e1\u017eenia si toho, k\u00fdm ste, pocit podpory a anga\u017eovanosti ostatn\u00fdch. To znamen\u00e1, \u017ee rozmanitos\u0165 je vn\u00edman\u00e1 pozit\u00edvne a\u00a0podporovan\u00e1 v u\u010diacich sa komunit\u00e1ch.<\/p>\n[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_custom_heading text=”Ocenenie <\/b>r\u00f4znorodosti” 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\/2″][vc_single_image image=”2526″ img_size=”full” alignment=”center”][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_column_text]\n

S rast\u00facou rozmanitos\u0165ou v spolo\u010dnosti a triedach je nevyhnutn\u00e9, aby u\u010ditelia a deti jednotliv\u00e9 rozdiely o\u010dak\u00e1vali a porozumeli im. Pri oce\u0148ovan\u00ed rozmanitosti je d\u00f4le\u017eit\u00e9, aby u\u010ditelia zapojili deti do dial\u00f3gu o rozdieloch, rozmanitosti, tolerancii, d\u00f4vere, re\u0161pekte a za\u010dlenen\u00ed.<\/p>\n

Inkl\u00faziu vn\u00edmame ako ocenenie rozmanitosti a re\u0161pektovanie individu\u00e1lnych rozdielov pr\u00edtomn\u00fdch v ka\u017edej triede. Pod\u013ea UNESCO (2005)Usmernenia pre inkl\u00faziu<\/a>: zabezpe\u010denie pr\u00edstupu k vzdelaniu pre v\u0161etk\u00fdch<\/span><\/span>.<\/span><\/span> je to proces, nepretr\u017eit\u00e9 h\u013eadanie s cie\u013eom n\u00e1js\u0165 lep\u0161ie sp\u00f4soby, ako reagova\u0165 na rozmanitos\u0165 a u\u010di\u0165 sa z nej. Tento proces zah\u0155\u0148a identifik\u00e1ciu a odstr\u00e1nenie prek\u00e1\u017eok \u00fa\u010dasti prostredn\u00edctvom kreat\u00edvneho rie\u0161enia probl\u00e9mov, aby sa umo\u017enila pln\u00e1 \u00fa\u010das\u0165 v triede a dosiahli sa vzdel\u00e1vacie v\u00fdstupy v u\u010debn\u00fdch osnov\u00e1ch.<\/p>\n

Ako teda m\u00f4\u017eete oceni\u0165 rozmanitos\u0165 a re\u0161pektova\u0165 individu\u00e1lne rozdiely na svojich hodin\u00e1ch telesnej a\u00a0\u0161portovej v\u00fdchovy?<\/p>\n

Na ocenenie rozmanitosti je potrebn\u00e9 vyvin\u00fa\u0165 sp\u00f4soby, ako plne za\u010dleni\u0165 a vyu\u017e\u00edva\u0165 v\u00fdhody pre v\u0161etk\u00fdch v triede, bez oh\u013eadu na \u010fal\u0161ie potreby det\u00ed. Neexistuje \u017eiadne univerz\u00e1lne rie\u0161enie, existuj\u00fa v\u0161ak v\u0161eobecn\u00e9 pokyny, ktor\u00e9 je mo\u017en\u00e9 uplatni\u0165 vo v\u0161etk\u00fdch kontextoch.<\/p>\n

V z\u00e1sade existuj\u00fa dve v\u0161eobecn\u00e9 usmernenia. Po prv\u00e9, na podporu \u00faspechu ka\u017ed\u00e9ho die\u0165a\u0165a je ide\u00e1lne za\u010da\u0165 s \u00fapln\u00fdm a presn\u00fdm porozumen\u00edm zru\u010dnost\u00ed, schopnost\u00ed a potrieb v\u0161etk\u00fdch \u017eiakov. To v\u00e1m umo\u017en\u00ed identifikova\u0165 vhodn\u00e9 ciele a podporu v triede. To sa d\u00e1 dosiahnu\u0165 s podporou multidisciplin\u00e1rneho t\u00edmu, ktor\u00fd zah\u0155\u0148a mal\u00e9 die\u0165a a rodi\u010da alebo opatrovn\u00edka a \u010fal\u0161\u00edch kolegov v oblasti vzdel\u00e1vania a inkl\u00fazie. Po druh\u00e9, prehodnotenie a vypracovanie u\u010debn\u00fdch osnov s cie\u013eom n\u00e1js\u0165 sp\u00f4soby, ako uspokoji\u0165 potreby v\u0161etk\u00fdch det\u00ed, a to s dodato\u010dn\u00fdmi potrebami aj bez nich, umo\u017e\u0148uje ka\u017ed\u00e9mu die\u0165a\u0165u rozv\u00edja\u0165 sa v r\u00e1mci telesnej v\u00fdchovy.Cie\u013eom zdrojov v\u00a0projekte DIPPE je vies\u0165 v\u00e1s procesom u\u010denia s cie\u013eom podpori\u0165 za\u010dlenenie v\u0161etk\u00fdch \u017eiakov do va\u0161ich hod\u00edn telesnej v\u00fdchovy.<\/p>\n[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_custom_heading text=”Inkluz\u00edvne vzdel\u00e1vanie:<\/b> \u013dudsk\u00e9 pr\u00e1vo” 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\/2″][vc_column_text]\n

Inkluz\u00edvne vzdel\u00e1vanie pre v\u0161etk\u00fdch \u017eiakov je pr\u00e1vo, ktor\u00e9 sa v posledn\u00fdch desa\u0165ro\u010diach \u010doraz viac uzn\u00e1va na medzin\u00e1rodnej \u00farovni. Vzdel\u00e1vanie sa prv\u00fdkr\u00e1t ustanovilo ako \u013eudsk\u00e9 pr\u00e1vo pod\u013ea V\u0161eobecnej deklar\u00e1cie \u013eudsk\u00fdch pr\u00e1v V\u0161eobecn\u00e1 deklar\u00e1cia \u013eudsk\u00fdch pr\u00e1v<\/span><\/span> (1948)UN General Assembly (1948). Universal Declaration of Human Rights (217 (III) A). Paris: United Nations. <\/span><\/span>. Toto zopakoval v roku 1966 Medzin\u00e1rodn\u00fd pakt o hospod\u00e1rskych, soci\u00e1lnych a kult\u00farnych pr\u00e1vach (ICESCR) a op\u00e4\u0165 v 1989 Dohovorom OSN o pr\u00e1vach die\u0165a\u0165a (CRC)<\/span><\/span> Dohovor o pr\u00e1vach die\u0165a\u0165a.<\/span> S\u00e9ria zml\u00fav<\/span><\/span> , 1577, 3<\/span><\/dispo>.<\/p>\n

Prv\u00fdm dokumentom zalo\u017een\u00fdm na pr\u00e1vach, ktor\u00fdm sa konkr\u00e9tne vyhlasuje telesn\u00e1 v\u00fdchova za z\u00e1kladn\u00e9 pr\u00e1vo pre v\u0161etk\u00fdch, bola Medzin\u00e1rodn\u00e1 charta telesnej v\u00fdchovy, telesnej aktivity a \u0161portu (Charta \u0161portu<\/span><\/span> UNESCO International Charter of Physical Education, Physical Activity and Sport<\/a>. Medzin\u00e1rodn\u00e1 charta telesnej v\u00fdchovy, fyzickej aktivity a \u0161portu je referenciou zalo\u017eenou na pr\u00e1vach, ktor\u00e1 orientuje a podporuje politiku a rozhodovanie v \u0161porte.<\/span><\/span> .<\/span><\/dispo>,UNESCOUNESCO International Charter of Physical Education, Physical Activity and Sport<\/a>. Medzin\u00e1rodn\u00e1 charta telesnej v\u00fdchovy, fyzickej aktivity a \u0161portu je referenciou zalo\u017eenou na pr\u00e1vach, ktor\u00e1 orientuje a podporuje politiku a rozhodovanie v \u0161porte.<\/span><\/span> .<\/span><\/dispo>) z roku 1978 a revidovan\u00e1 v roku 2015. V roku 2015 UNESCOQuality Physical Education (QPE)<\/a>. Pokyny pre tvorcov polit\u00edk.<\/span><\/span><\/span><\/span> zverejnilo aj kvalitn\u00fa telesn\u00fa v\u00fdchovu (QPE) a usmernenia kvalitnej telesnej v\u00fdchovy s hlavn\u00fdm zameran\u00edm na za\u010dlenenie a v\u00fdzvu na flexibiln\u00fd, prisp\u00f4sobiv\u00fd pr\u00edstup zameran\u00fd na \u010dloveka, ktor\u00fd vytv\u00e1ra celo\u017eivotn\u00fa \u00fa\u010das\u0165 na telesnej v\u00fdchove, telesnej aktivite a \u0161porte.<\/p>\n

Prechod od segreg\u00e1cie k tradi\u010dn\u00e9mu vzdel\u00e1vaniu bol v s\u00falade s Dohovorom OSN o pr\u00e1vach os\u00f4b so zdravotn\u00fdm postihnut\u00edm (CRPD, 2006)Convention of the Rights of Persons with Disabilities: resolution \/ adopted by the General Assembly, 24 January 2007<\/a>.<\/span><\/span> . CRPD zaviedlo inkluz\u00edvne vzdel\u00e1vanie ako \u013eudsk\u00e9 pr\u00e1vo det\u00ed s dodato\u010dn\u00fdmi potrebami. Zameriava sa tie\u017e na rovnak\u00fd pr\u00edstup k \u00fa\u010dasti na hr\u00e1ch, rekre\u00e1cii a \u0161porte.<\/p>\n

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Uzn\u00e1vanie pr\u00e1v v\u0161etk\u00fdch je prv\u00fdm krokom na ceste k rozmanitosti (UNESCO Chair ITT, 2015Cesta k rozmanitosti<\/span><\/span> <\/a>.<\/span><\/span>). Eur\u00f3pska \u00fania (E\u00da) uznala pr\u00e1va v\u0161etk\u00fdch, ke\u010f region\u00e1lne podp\u00edsala a ratifikovala (\u010d\u00edm sa stala pr\u00e1vne z\u00e1v\u00e4znou) CRPD. Ka\u017ed\u00fd \u0161t\u00e1t E\u00da tie\u017e ratifikoval CRPD samostatne, \u010do viedlo k vn\u00fatro\u0161t\u00e1tnej legislat\u00edve v ka\u017edej krajine v celej E\u00da. V\u00fdskum n\u00e1m v\u0161ak hovor\u00ed, \u017ee mnoho det\u00ed s \u010fal\u0161\u00edmi potrebami e\u0161te nem\u00e1 rovnak\u00fd pr\u00edstup k telesnej v\u00fdchove, \u010do nazna\u010duje, \u017ee tieto politiky sa \u00faplne nepremietli do inkluz\u00edvnej praxe.<\/p>\n

Identifik\u00e1cia a prekonanie probl\u00e9mov inkluz\u00edvnej praxe je druh\u00fdm krokom na ceste k rozmanitosti. Vieme, \u017ee mnoh\u00e9 z v\u00fdziev s\u00fa celosvetovo roz\u0161\u00edren\u00e9. Napr\u00edklad nedostatok odbornej pr\u00edpravy u\u010dite\u013eov telesnej v\u00fdchovy zameranej na inkluz\u00edvnu prax je jednou z hlavn\u00fdch v\u00fdziev v medzin\u00e1rodnom meradle (NWCPEA-UNESCO, 2014; Vickerman, 2019; Morgan & Bourke, 2005). U\u010ditelia telesnej v\u00fdchovy tie\u017e \u0161iroko informuj\u00fa o operat\u00edvnych v\u00fdzvach vr\u00e1tane u\u010debn\u00fdch tlakov, \u010dasov\u00fdch obmedzen\u00ed, nedostatku praktick\u00fdch u\u010debn\u00fdch zdrojov, n\u00e1strojov a podpory (Overton, WrenchPedagogiky pre za\u010dlenenie mlad\u0161\u00edch \u0161tudentov z\u00e1kladnej \u0161koly so zdravotn\u00fdm postihnut\u00edm do telesnej v\u00fdchovy.<\/span> Pedagogika telesnej a \u0161portovej v\u00fdchovy<\/span><\/a><\/span> .<\/span><\/span> & Garrett, 2017Pedagogiky pre za\u010dlenenie mlad\u0161\u00edch \u0161tudentov z\u00e1kladnej \u0161koly so zdravotn\u00fdm postihnut\u00edm do telesnej v\u00fdchovy.<\/span> Pedagogika telesnej a \u0161portovej v\u00fdchovy.<\/span><\/a><\/span> <\/span><\/span>; N\u00e1rodn\u00e1 rada pre \u013eud\u00ed so zdravotn\u00fdm postihnut\u00edm a opatrovatelia<\/span><\/span> , 2009N\u00e1rodn\u00e1 politika zdravotn\u00e9ho postihnutia - spr\u00e1va o pokroku.<\/span> Washington DC: N\u00e1rodn\u00e1 rada pre zdravotn\u00e9 postihnutie.<\/span><\/span> <\/span><\/dispo>; Simpson & Mandich, 2012Vytv\u00e1ranie pr\u00edle\u017eitost\u00ed inkluz\u00edvnej telesnej v\u00fdchovy na z\u00e1kladnej telesnej v\u00fdchove.<\/span> Denn\u00edk telesnej a zdravotnej v\u00fdchovy<\/span><\/span> , 77(4), 18-21.<\/span><\/dispo>)<\/p>\n

Inkluz\u00edvna telesn\u00e1 v\u00fdchova ako \u013eudsk\u00e9 pr\u00e1vo nie je koncept \u201euniverz\u00e1lneho modelu pre v\u0161etk\u00fdch\u201c. Vykon\u00e1va sa r\u00f4znymi sp\u00f4sobmi v r\u00f4znych kontextoch a l\u00ed\u0161i sa vn\u00fatro\u0161t\u00e1tnymi politikami a prioritami, ktor\u00e9 s\u00fa zasa ovplyv\u0148ovan\u00e9 cel\u00fdm radom soci\u00e1lnych, kult\u00farnych, historick\u00fdch a politick\u00fdch ot\u00e1zok.<\/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=”Cesta <\/b> k rozmanitosti ” 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_single_image image=”2527″ img_size=”large” alignment=”center” css=”.vc_custom_1607443423715{margin-bottom: 50px !important;}” el_class=”diversity-img”][vc_row_inner][vc_column_inner width=”2\/3″][vc_single_image image=”2524″ img_size=”full”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_column_text]\n

Obr\u00e1zok 2 zobrazuje s\u00fa\u010dasn\u00e9 zbli\u017eovanie medzin\u00e1rodn\u00fdch polit\u00edk, myslenia a \u010dinnosti v glob\u00e1lnej telesnej v\u00fdchove, telesnej aktivite a \u0161porte. Jadrom tejto dynamiky je realiz\u00e1cia pr\u00e1v zakotven\u00fdch v zmluv\u00e1ch o \u013eudsk\u00fdch pr\u00e1vach.\u00a0<\/p>\n[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row content_placement=”middle” bg_type=”bg_color” bg_override=”full” bg_color_value=”rgba(0,170,229,0.5)”][vc_column width=”1\/2″][vc_custom_heading text=”Want to know more?<\/b>” font_container=”tag:div|text_align:left|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][\/vc_column][vc_column width=”1\/2″]Inclusive Practice<\/a>[\/vc_column][\/vc_row]\n","protected":false},"excerpt":{"rendered":"

[vc_row][vc_column][vc_custom_heading text=” Inkluz\u00edvny koncept: Defin\u00edcia & V\u00fdznam” 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 css=”.vc_custom_1604928717049{background-color: rgba(0,170,229,0.5) !important;*background-color: rgb(0,170,229) !important;}”][vc_column_inner width=”1\/2″][vc_column_text] Hlavnou v\u00fdzvou inkl\u00fazie je to, \u017ee tomuto pojmu ch\u00fdba jasn\u00e1 defin\u00edcia (Florian, …<\/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\/2512"}],"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=2512"}],"version-history":[{"count":9,"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/pages\/2512\/revisions"}],"predecessor-version":[{"id":2742,"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/pages\/2512\/revisions\/2742"}],"wp:attachment":[{"href":"https:\/\/www.dippe.lu\/sk\/wp-json\/wp\/v2\/media?parent=2512"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}