Od fixních skupin k dynamickým praktikám: Jak učitelé zohledňují individuální vzdělávací potřeby všech žáků
| Title in English | From fixed groups to dynamic practices: How teachers address the individual educational needs of all students |
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| Authors | |
| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Although researchers often theoretically advocate for a broader conception of inclusive education, namely fulfilling the individual educational needs of all students, their methodological tools and findings typically focus only on certain groups of students (typically students with special educational needs and/or socially disadvantaged). In our paper, we present research on a broader understanding of inclusion, where the theory is coherent with methodology and results. Using ethnographic design, we explore how teachers (n=6) in the lower secondary schools in two classes address the individual educational needs of each student (n=42) and how students respond to it. Our findings demonstrate the diversity of learning profiles among individual students and how teachers flexibly „switch“ between inclusive practices to accommodate the diverse educational needs of students in a heterogeneous class. |
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