{"id":5440,"date":"2022-08-23T19:55:15","date_gmt":"2022-08-23T17:55:15","guid":{"rendered":"https:\/\/gkmke.sk\/zstemp\/?page_id=5440"},"modified":"2025-05-12T05:53:12","modified_gmt":"2025-05-12T03:53:12","slug":"v-zs-uspesnejsi","status":"publish","type":"page","link":"https:\/\/gkmke.sk\/zs\/v-zs-uspesnejsi\/","title":{"rendered":"V Z\u0160 \u00faspe\u0161nej\u0161\u00ed"},"content":{"rendered":"
\"\"<\/div>\n
<\/div>\n
N\u00e1zov projektu:\u00a0Pom\u00f4\u017e mi a ja Ti uk\u00e1\u017eem svoju jedine\u010dnos\u0165<\/em><\/span><\/strong><\/div>\n
Doba realiz\u00e1cie projektu:<\/strong>\u00a02\/2018 \u2013 1\/2021<\/div>\n
<\/div>\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
Hlavn\u00fdm cie\u013eom projektu je zv\u00fd\u0161i\u0165 inkluz\u00edvnos\u0165 a rovnak\u00fd pr\u00edstup ku kvalitn\u00e9mu vzdel\u00e1vaniu a zlep\u0161i\u0165 v\u00fdsledky a kompetencie det\u00ed a \u017eiakov so \u0161peci\u00e1lnymi v\u00fdchovno-vzdel\u00e1vac\u00edmi potrebami, ktor\u00fd bude realizovan\u00fd prostredn\u00edctvom dvoch aktiv\u00edt:<\/div>\n
Aktivita 1. Zabezpe\u010denie rovnosti pr\u00edle\u017eitost\u00ed a vyrovn\u00e1vanie znev\u00fdhodnenia \u017eiakov vo v\u00fdchovno-vzdel\u00e1vacom procese.<\/div>\n
Aktivita 2. Vytv\u00e1ranie vhodn\u00fdch podmienok pre zvy\u0161ovanie kvality diagnostikovania a rediagnostikovania det\u00ed a \u017eiakov s cie\u013eom predch\u00e1dza\u0165 \u0161kolskej ne\u00faspe\u0161nosti det\u00ed a \u017eiakov.<\/div>\n
Cie\u013eovou skupinou s\u00fa \u017eiaci z\u00e1kladnej \u0161koly Spojen\u00e1 \u0161kola sv. Ko\u0161ick\u00fdch mu\u010den\u00edkov so \u0160VVP.<\/div>\n
Zadefinovan\u00fdmi merate\u013en\u00fdmi ukazovate\u013emi bud\u00fa dosiahnut\u00e9 ciele navrhovan\u00e9ho projektu.<\/div>\n
<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
Teoretick\u00e9 v\u00fdchodisk\u00e1, anal\u00fdza skutkov\u00e9ho stavu<\/b><\/div>\n
\u017diakov so \u0161peci\u00e1lnymi v\u00fdchovno-vzdel\u00e1vac\u00edmi potrebami neust\u00e1le prib\u00fada. Zo \u0161kolskej legislat\u00edvy a\u00a0z\u00a0medzin\u00e1rodn\u00fdch doh\u00f4d vypl\u00fdva \u0161kole povinnos\u0165, zabezpe\u010di\u0165 t\u00fdmto \u017eiakom efekt\u00edvne vzdel\u00e1vanie, v\u00fdchovu\u00a0 a\u00a0starostlivos\u0165.<\/div>\n
Snaha o\u00a0integr\u00e1ciu det\u00ed so \u0160VVP je v\u00a0s\u00fa\u010dasnosti eur\u00f3pskym trendom. \u0160kolsk\u00e1 integr\u00e1cia je n\u00e1ro\u010dn\u00fd proces, ktor\u00fd mus\u00ed by\u0165 realizovan\u00fd ve\u013emi citlivo. Ukr\u00fdva v\u00a0sebe mno\u017estvo probl\u00e9mov. Ka\u017ed\u00e9 die\u0165a so \u0160VVP,\u00a0 m\u00e1 pr\u00e1vo nav\u0161tevova\u0165 be\u017en\u00fa \u0161kolu a\u00a0vzdel\u00e1va\u0165 sa jemu vhodn\u00fdm sp\u00f4sobom. \u0160kola by mala vytvori\u0165\u00a0 prostredie, v\u00a0ktorom sa bud\u00fa m\u00f4c\u0165 i\u00a0tak\u00edto \u017eiaci vzdel\u00e1va\u0165, rozv\u00edja\u0165.\u00a0 \u017diaci so \u0160VVP b\u00fdvaj\u00fa \u010dasto soci\u00e1lne vyra\u010fovan\u00ed z\u00a0kolekt\u00edvov, ozna\u010dovan\u00ed \u201en\u00e1lepkou\u201c , \u017ee s\u00fa postihnut\u00ed.<\/div>\n
Hlavn\u00fdm cie\u013eom a\u00a0zmyslom integrovan\u00e9ho- inkluz\u00edvneho vzdel\u00e1vania je harmonick\u00fd rozvoj osobnosti, rozv\u00edjanie individuality a pozit\u00edvneho sebahodnotenia\u00a0 a rozhodovac\u00edch procesov \u017eiaka. \u0160peci\u00e1lne v\u00fdchovno-vzdel\u00e1vacie potreby sa vz\u0165ahuj\u00fa k osobe, ktorej m\u00e1 by\u0165 poskytnut\u00e1 podpora a prostredie, ktor\u00e9 t\u00fato podporu poskytuje.<\/div>\n
Pozit\u00edvom integrovan\u00e9ho vzdel\u00e1vania je skuto\u010dnos\u0165, \u017ee integrovan\u00e9 deti s\u00fa vychov\u00e1van\u00e9 a\u00a0vzdel\u00e1van\u00e9 spolu s\u00a0intaktn\u00fdmi de\u0165mi a tak sa plynulo za\u010dle\u0148uj\u00fa do spolo\u010dnosti. \u017diaci so \u0160VVP preberaj\u00fa od zdrav\u00fdch det\u00ed spr\u00e1vne formy spr\u00e1vania a\u00a0t\u00fdm sa formuj\u00fa ich postoje, emocion\u00e1lne pre\u017e\u00edvanie, soci\u00e1lne zru\u010dnosti. Intaktn\u00ed \u017eiaci sa u\u010dia lep\u0161ie porozumie\u0165 \u0161peci\u00e1lnym potreb\u00e1m svojich spolu\u017eiakov, rozv\u00edja sa u\u00a0nich empatia. St\u00e1lou mo\u017enos\u0165ou soci\u00e1lneho kontaktu sa dozvedaj\u00fa deti a mladistv\u00ed so \u0161pecifick\u00fdmi probl\u00e9mami a\u00a0bez nich o rozdieloch medzi \u013eu\u010fmi. U\u010dia sa zach\u00e1dza\u0165 s t\u00fdmito rozdielmi, dokonca ich produkt\u00edvne vyu\u017e\u00edva\u0165.<\/div>\n
Pedag\u00f3govia nie s\u00fa celkom pripraven\u00ed na inkluz\u00edvne vzdel\u00e1vanie, \u010do m\u00f4\u017ee sp\u00f4sobova\u0165 stres. V\u00fdkonom pr\u00e1v integrovan\u00fdch det\u00ed nesm\u00fa by\u0165 ohrozen\u00e9\u00a0 pr\u00e1va intaktn\u00fdch \u017eiakov ani u\u010dite\u013eov.<\/div>\n
Z\u00e1kladn\u00e1 \u0161kola sv. Ko\u0161ick\u00fdch mu\u010den\u00edkov \u00a0m\u00e1 v s\u00fa\u010dasnosti 12 tried a 250 \u017eiakov. V t\u00fdchto 12-tich\u00a0triedach je integrovan\u00fdch 16 \u017eiakov so \u0160VVP. Z t\u00fdchto 16-tich \u017eiakov je 5 \u017eiakov, ktor\u00ed z d\u00f4vodu v\u00e1\u017eneho zdravotn\u00e9ho znev\u00fdhodnenia potrebuj\u00fa asistenta u\u010dite\u013ea na 100% \u00fav\u00e4zok. Ide o \u017eiakov so zrakov\u00fdm a sluchov\u00fdm postihnut\u00edm, \u017eiaka s autizmom a o \u017eiakov s kumulovan\u00fdmi \u0161peci\u00e1lnymi v\u00fdchovno-vzdel\u00e1vac\u00edmi potrebami. Existuj\u00faci po\u010det kvalifikovan\u00fdch pedagogick\u00fdch zamestnancov a \u010dlenov inkluz\u00edvneho t\u00edmu je moment\u00e1lne 0. Vzh\u013eadom k s\u00fa\u010dasn\u00e9mu po\u010dtu \u017eiakov so \u0160VVP, ale aj so zoh\u013eadnen\u00edm n\u00e1rastu t\u00fdchto \u017eiakov v bl\u00edzkej bud\u00facnosti, vznik\u00e1 potreba obsadenia troch pracovn\u00fdch poz\u00edcii asistenta u\u010dite\u013ea, jednej pracovnej poz\u00edcie \u0161kolsk\u00e9ho \u0161peci\u00e1lneho pedag\u00f3ga a jednej pracovnej poz\u00edcie \u0161kolsk\u00e9ho psychol\u00f3ga na polovi\u010dn\u00fd \u00fav\u00e4zok.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
<\/div>\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\u00daloha \u0161koly v\u00a0procese integr\u00e1cie<\/b><\/div>\n
\u0160pecifick\u00e9 poruchy u\u010denia sa vyskytuj\u00fa u pomerne zna\u010dn\u00e9ho percenta \u017eiakov. Pre \u017eiakov je charakteristick\u00e9, \u017ee pod\u00e1van\u00e9 \u0161kolsk\u00e9 v\u00fdkony nezodpovedaj\u00fa ich rozumovej \u00farovni. Naj\u010dastej\u0161ie sa vyskytuj\u00face \u0161pecifick\u00e9 poruchy u\u010denia s\u00fa \u0165a\u017ekosti s \u010d\u00edtan\u00edm (dyslexia), p\u00edsan\u00edm (dysgrafia) a pravopisom (dysortografia), menej \u010dast\u00e9 s po\u010d\u00edtan\u00edm (dyskalkulia). Sprev\u00e1dzan\u00e9 b\u00fdvaj\u00fa hyperaktivitou, nes\u00fastredenos\u0165ou, impulz\u00edvnym jednan\u00edm, zlou pohybovou koordin\u00e1ciou a \u010fal\u0161\u00edmi pr\u00edznakmi v oblasti psychomotorickej i\u00a0ment\u00e1lnej.<\/div>\n
<\/div>\n
Takmer ka\u017ed\u00e1 \u0161kola m\u00e1 integrovan\u00fdch \u017eiakov so \u0160VVP (\u0161peci\u00e1lnymi v\u00fdchovno-vzdel\u00e1vac\u00edmi potrebami).<\/div>\n
Integrovan\u00fd \u017eiak je die\u0165a so \u0160VVP, ktor\u00e9 pre\u0161lo komplexnou diagnostikou. Na z\u00e1klade tejto diagnostiky rodi\u010dia \u017eiadaj\u00fa o\u00a0individu\u00e1lnu integr\u00e1ciu svojho die\u0165a\u0165a v\u00a0be\u017enej triede. \u0160kola, na z\u00e1klade diagnostiky vypracuje individu\u00e1lny vzdel\u00e1vac\u00ed pl\u00e1n, potrebuje zabezpe\u010di\u0165 materi\u00e1lne, priestorov\u00e9 a\u00a0person\u00e1lne podmienky.<\/div>\n
<\/div>\n
\n
Hlavn\u00fdm cie\u013eom projektu je Zv\u00fd\u0161i\u0165 inkluz\u00edvnos\u0165 a rovnak\u00fd pr\u00edstup ku kvalitn\u00e9mu vzdel\u00e1vaniu a zlep\u0161i\u0165 v\u00fdsledky a kompetencie det\u00ed a \u017eiakov so \u0161peci\u00e1lnymi v\u00fdchovno-vzdel\u00e1vac\u00edmi potrebami, ktor\u00fd bude realizovan\u00fd prostredn\u00edctvom dvoch aktiv\u00edt:<\/div>\n
Aktivita 1. Zabezpe\u010denie rovnosti pr\u00edle\u017eitost\u00ed a vyrovn\u00e1vanie znev\u00fdhodnenia \u017eiakov vo v\u00fdchovno-vzdel\u00e1vacom procese.<\/div>\n
Aktivita 2. Vytv\u00e1ranie vhodn\u00fdch podmienok pre zvy\u0161ovanie kvality diagnostikovania a rediagnostikovania det\u00ed a \u017eiakov s cie\u013eom predch\u00e1dza\u0165 \u0161kolskej ne\u00faspe\u0161nosti det\u00ed a \u017eiakov.<\/div>\n<\/div>\n
<\/div>\n
Aktivita 1. Zabezpe\u010denie rovnosti pr\u00edle\u017eitost\u00ed a vyrovn\u00e1vanie znev\u00fdhodnenia \u017eiakov vo v\u00fdchovno-vzdel\u00e1vacom procese.<\/div>\n
\n
Cie\u013eom je zriadenie troch pracovn\u00fdch poz\u00edci\u00ed asistenta u\u010dite\u013ea ako n\u00e1stroj podpory inkl\u00fazie v z\u00e1kladn\u00fdch \u0161kol\u00e1ch. Podpora integrovania \u017eiakov so \u0161peci\u00e1lnymi vzdel\u00e1vac\u00edmi potrebami do hlavn\u00e9ho vzdel\u00e1vacieho pr\u00fadu.<\/div>\n
V\u00fdstupom danej aktivity je skuto\u010dnos\u0165, \u017ee integrovan\u00e9 deti s\u00fa vychov\u00e1van\u00e9 a\u00a0vzdel\u00e1van\u00e9 spolu s\u00a0intaktn\u00fdmi de\u0165mi a tak sa plynulo za\u010dle\u0148uj\u00fa do spolo\u010dnosti.<\/div>\n
\n
\u017diadate\u013e bude vyu\u017e\u00edva\u0165 vlastn\u00e9 person\u00e1lne, materi\u00e1lne, priestorov\u00e9 a technick\u00e9 mo\u017enosti.<\/div>\n
V s\u00favislosti s predmetnou aktivitou nie je pl\u00e1novan\u00e9 \u017eiadne verejn\u00e9 obstar\u00e1vanie.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

N\u00e1zov projektu:\u00a0Pom\u00f4\u017e mi a ja Ti uk\u00e1\u017eem svoju jedine\u010dnos\u0165 Doba realiz\u00e1cie projektu:\u00a02\/2018 \u2013 1\/2021 Hlavn\u00fdm cie\u013eom projektu je zv\u00fd\u0161i\u0165 inkluz\u00edvnos\u0165 a rovnak\u00fd pr\u00edstup ku kvalitn\u00e9mu vzdel\u00e1vaniu a zlep\u0161i\u0165 v\u00fdsledky a kompetencie det\u00ed a \u017eiakov so \u0161peci\u00e1lnymi v\u00fdchovno-vzdel\u00e1vac\u00edmi potrebami, ktor\u00fd bude … <\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-5440","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/gkmke.sk\/zs\/wp-json\/wp\/v2\/pages\/5440","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/gkmke.sk\/zs\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/gkmke.sk\/zs\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/gkmke.sk\/zs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/gkmke.sk\/zs\/wp-json\/wp\/v2\/comments?post=5440"}],"version-history":[{"count":0,"href":"https:\/\/gkmke.sk\/zs\/wp-json\/wp\/v2\/pages\/5440\/revisions"}],"wp:attachment":[{"href":"https:\/\/gkmke.sk\/zs\/wp-json\/wp\/v2\/media?parent=5440"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}