Inclusion of Tallented Children (Pupils) In the Current Czech Education System

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Authors

GULOVÁ Lenka STŘELEC Stanislav

Year of publication 2020
Type Article in Periodical
Magazine / Source CZECH - POLISH HISTORICAL AND PEDAGOGICAL JOURNAL
MU Faculty or unit

Faculty of Education

Citation
Web https://www.ped.muni.cz/cphpjournal/journal-12-1-2020.pdf
Doi http://dx.doi.org/10.5817/cphpj-2020-005
Keywords intellectual giftedness; social competence; inclusive education; school; school actors; risk factors; institutional support; research findings; partial research results
Description When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child's development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources.
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