Abstract
StÄĹžejnĂm cĂlem pĹedklĂĄdanĂŠho pĹĂspÄvku je seznĂĄmenĂ se se zkuĹĄenostmi pedagogickĂ˝ch pracovnĂkĹŻ (ĹeditelĹŻ, uÄitelĹŻ ZĹ a koordinĂĄtorĹŻ inkluze), kteĹĂ, za podpory projektu OP VVV "Ĺ kola pro vĹĄechny: Inkluze jako cesta k efektivnĂmu vzdÄlĂĄvĂĄnĂ vĹĄech ŞåkĹŻ", reg. Ä. CZ.02.3.61/0.0/0.0/15_007/0000210, mÄli moĹžnost nahlĂŠdnout prostĹednictvĂm pĹĂmĂŠ praxe do zĂĄkladnĂch ĹĄkol ve Finsku a Anglii. DĂky tĂŠto zkuĹĄenosti zĂskali Ĺadu postĹehĹŻ plynoucĂch z odliĹĄnĂ˝ch vzdÄlĂĄvacĂch systĂŠmĹŻ, kterĂŠ do znaÄnĂŠ mĂry lze vyuĹžĂt pĹi optimalizaci edukaÄnĂho procesu, jehoĹž jsou i oni sami souÄĂĄstĂ. ProstĹednictvĂm axiĂĄlnĂho kĂłdovĂĄnĂ nĂĹže uvĂĄdĂme, mimo krĂĄtkĂŠ prezentace obou ĹĄkolskĂ˝ch systĂŠmĹŻ, i faktory vnĂmanĂŠ vĹĄemi ĂşÄastnĂky stĂĄĹže za klĂÄovĂŠ.
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