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Description
The chance for good-quality education of children highly correlates with the socio-economic status of their parents. The key to the situation could be the provision of support to schools and teachers directly in practice by the use of inclusive education principles, and by reinforcing cooperation between teachers and members of school counselling centres along with the academic members. One of the significant aspects of the support is the transfer of international experiences of Donor countries.
The primary aim of the project is to support educational staff, their further education, and methodical leadership in order to create an inclusive environment intended for pupils coming from socioeconomically disadvantaged and culturally different environments and for pupils with special educational needs. The project team will provide counselling for schools; along with the project’s websites, phone and e-mail consultations, online consultation will be available as well. One of the project’s outcomes will also be a planned monograph containing the results of the project team’s research aimed at the influence of social exclusion towards pupils and their families, on the specific features of Romani pupils and Romani families, and on the strategies of working with Romani children. Other outcomes will be provided by the methodology via the practical handbook consisting of examples of good practice and experiences coming from practice. Workshops intended for teachers from practice will be organized in terms of theoretical and practical creative events based on the knowledge and experience transfer between project participants, experts from practice, and academic members.
The expected outcome of the project is to increase the competencies of participant teachers in working with Romani pupils and with pupils coming from socially and culturally disadvantaged environments.
Summary of project results
The project was initiated in response to the prevailing situation in the Czech Republic, where growing socioeconomic issues are beginning to impact educational outcomes in various regions. Over the long term, there has been no decrease in the number of Romani pupils enrolled in special classes or in schools and classes established under Section 16, paragraph 9 of the Education Act. These children often find themselves placed in special classes and schools from the outset of their education, contributing to the perpetuation of segregated educational environments. The project aimed to tackle one of the root causes of this issue, namely the prevailing attitude among teachers in many mainstream schools who fail to recognise the socio-cultural barriers faced by Romani children, which consequently affects their academic performance. Additionally, there are significant challenges related to language barriers, fostering positive engagement with families, and facilitating collaboration between teachers and other professionals.
The project has established a network of schools and fostered connections among their teachers and other experts, both domestically and internationally, including experts from Iceland and Norway. Collaborative teams were formed to assess training and development needs of teachers at the project’s outset, to conduct professional workshops throughout its duration, and to contribute to the development of the monograph and methodology. International training activities were implemented to introduce foreign approaches to the Czech professional community, thereby bolstering and shaping the pro-inclusive attitudes of the authors of publications and websites.
The main outcome of the project was to enhance the competencies of pedagogical staff in the realm of inclusive education for Romani pupils as well as other children from socially disadvantaged and culturally diverse backgrounds. The project has shown that the success of inclusive education for Romani pupils hinges on various factors and necessitates a wide array of support activities. Among the project’s achievements is the unique perspective offered by a diverse group of authors, each approaching the topic from their respective professional backgrounds, including a university teacher, a school psychologist, a social and special educator, a prevention methodologist, a principal, and a practicing teacher. International experiences were also deemed crucial; examples from Iceland and Norway highlighted that successful inclusion requires a harmonious blend of legislative, political, local, and school-level support systems. This comprehensive approach is essential for effectively addressing the challenges inherent in inclusive education for Romani pupils and pupils from diverse cultural and social backgrounds. During the project, 85 teaching staff and members of school counselling centres involved in the education of pupils from socially disadvantaged and culturally diverse backgrounds participated in training activities. The significance of the project lay in fostering a community of practice where teachers and other professionals were interconnected, and schools were linked both internally and externally with other stakeholders engaged in the education of Romani pupils.
Summary of bilateral results
The collaboration with both partners was notably intensive and dynamic. Acquiring insights from abroad, particularly through visits to schools and engaging with their leadership and educators, proved to be invaluable. Both foreign partners played integral role in shaping the development of the monograph and methodology, while sharing their rich experiences with inclusion. Continued collaboration is anticipated, with plans for further joint endeavours.