1. Dominika Provázková Stolinská Miluše Rašková, Eva Šmelová

2. Actual situation in the CZE 25 years curricular reform After 1989 School for 3 rd millennium Transformation Not encyclopedical knowledge Competence for life Another step - integration Close the special schools Open inclusive schools – learning society 2008 integrated 47,1 % children New (actual) wave – inclusion Every child could be integrated – every special needs

3. Other hand – school readiness “Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime.” System – double stage of curriculum – 2007 Exam for preparation

4. Communication as a competence The child has mastered his/her mother tongue, speaks in suitably formulated sentences, independently expresses his/her ideas, communications, questions and answers, understands what he/she hears, responds verbally and conducts a meaningful dialogue The child is able to express himself/herself and communicate his/her experiences, feelings and moods by various means (speech, art, music, drama etc.) The child communicates using gestures and words, distinguishes some symbols and understands their meanings and functions The child communicates with children as well as adults in normal situations without constraints or shyness; the child understands that it is an advantage to be communicative, friendly and initiative Communicative chíld - self-confident Accross the curriculum Long and patient work of teacher According to development of child Special communication of and with child with special needs

5. Child with special educational needs in mainstream school Children in (normal) kindergartens according to the type of disability Kindergartens In the Olomouc Region Number of individually integrated children Number of children in special classes Total number of disabled children Mental disability18119 of which medium-severe909 of which severe202 Hearing impairment606 of which severe505 Visual impairment808 of which severe202 Speech disorders19160179 of which severe83341 Physical disability707 of which severe202 Multiple disabilities141529 of which deaf and blind000 Autism29332 Developmental disorders260 TOTAL127179306

6. Question is… What we will have to do for better process to come to primary school? Inclusion Exam of readiness

7. Actual… Šmelová E. + research team Teachers aren´t prepare Teachers wouldn´t like to prepare Provázková Stolinská + research team Integrated pupils were among the less popular pupils in class The position of a good friend was elected by no integrated pupil Some were identified as a social outsider or underdog

8. Conclusion and discusion Not generalized data – just notice! What about is the social development of all children - both integrated and intact. Is it really so? How can affect the efficiency of integration? Is it necesarry to use the exam of readiness? What about it will be the process? How we could make better the communication inside the class with integrated pupils? How we could develop the communication skills of the children with special needs?

9. THANK YOU FOR YOUR TIME This presentation was prepared as a part of the grant project titled Social aspects of inclusion in basic education in the context of international research (the research is a part of the international project - Inclusive Education no. 4401/11 - Institute for Research and Development at Faculty of Education - Palacky University, Olomouc, Czech Republic). dominika.stolinska@gmail.com