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Description
In cooperation with a multidisciplinary expert team, we will hold theoretical seminars and practical workshops for a total of 24 primary and secondary school teachers. Their purpose will be to educate teachers in the field of methods and approaches to inclusion, work with the classes, work with children with special educational needs and their integration into the classroom, including Roma minority children.
Thanks to participation in the project, teachers will strengthen their practical competencies and better prepare themselves and their classes to take inclusive measures throughout the school. This experience will also enable them to establish contact with professionals and parents of children with special educational needs. The teacher will learn how to communicate properly with these parties, how to involve them in the inclusion process and how to get the necessary feedback from them. This will break down barriers to inclusion in a timely manner and increase the chances of successful inclusion of disadvantaged groups in education, including children of the Roma minority.
Sharing experiences, practices and know-how with the Norwegian and Czech partners will become a key pillar of the workshops, as well as an inspiration and example for all parties involved in the path to successful inclusion.
Summary of project results
The inclusion of children with special educational needs (SEN) has long been a priority in Czech education, requiring continuous development of the capacities, knowledge, and practical skills of teachers, pedagogical staff, and school leaders. This need became even more urgent at the beginning of 2022, when tens of thousands of Ukrainian children enrolled in Czech schools due to the outbreak of war in Ukraine. Many schools were unprepared to meet the needs of these new students, lacking methodological guidance and sufficient personal and psychological support for teachers.
In response, the HeartDay project was initiated, with its content tailored to address the immediate challenges facing teachers and schools.
The project included several activities, primarily centred on the longitudinal monitoring of schools. This process involved ongoing assessments through interviews with school principals and teachers, along with attentive listening and personalized consultations at 12 schools. Based on the insights gained, various optimizations were introduced to address the identified needs of school staff.
The most impactful activity was the organization of four HeartDays—morning class meetings held at the Fortress of Knowledge in Olomouc. These sessions featured games and interactive activities designed to strengthen relationships within school teams, promote connections between Ukrainian and Czech children, and provide opportunities for teachers from the Olomouc region to exchange experiences and best practices. The positive feedback from participating teachers and testimonials from local schools and Ukrainian communities highlighted the success of these efforts.
The primary output of the project was the creation of a comprehensive methodology. This methodology synthesized findings from longitudinal school monitoring, mutual visits with Norwegian partners, and discussions with Czech teachers. It captures the collective experiences of educators and stakeholders involved in integrating Ukrainian pupils into the education system, serving as a practical resource for other schools aiming to foster inclusion.
The project successfully achieved its objectives by promoting the inclusion of Ukrainian children in classrooms, particularly in participating schools, and by enhancing the knowledge and practical skills of teachers. These newly acquired skills not only supported the integration of children from foreign language groups but also proved valuable for addressing the needs of other students with special educational needs or from disadvantaged backgrounds, including Roma communities.
Summary of bilateral results
The collaboration with our partners occurred across multiple levels and significantly influenced the implementation of the project. Notably, Norway stands out as one of the most multicultural countries, admired for its approach to integrating refugees into both education and society, boasting extensive experience in this field. We endeavoured to leverage these experiences to benefit the Czech school environment, aiming to transfer effective practices and strategies for fostering inclusion and intergration.