Abstract:

In recent years, the requirements of the development of a democratic society have found greater application in inclusive school education processes in Slovakia. Inclusive education, represented by respect for every child, regardless of his/her health status, social origin, cultural background or performance, has entered school legislation. Its anchoring in the legislative framework has brought new changes and challenges, especially in the conceptual focus of educational guidance for children, young people, parents and other stakeholders. The present study describes, first of all, the state of inclusive education in Slovakia from a legislative perspective. Secondly, attention is focused on the functions and system of inclusive education, the content of school support teams. These are established for each level of education, starting with kindergarten, primary and secondary school. The emphasis is placed on school support teams composed of experts, specialists and other persons entering the process, serving as support and assistance for inclusive education. These teams of professionals (such as the school special educator, psychologist, social worker, speech and language therapist and others) help children, pupils with their difficulties. Their other tasks are to coordinate the activities of the immediate teaching assistants and to provide methodical assistance to teachers. They also participate in wider social services within the school and community. The paper presents the school support team in Slovakia, giving examples of their work. The paper also evaluates the first experiences and results of applying this innovation in practice.

Keywords:

Inclusive education, school support team, conceptual framework, innovation.