Module: School 4 all

Preliminary requirements:

Communication in English – Intermediate level of English – B level

  • Target group of students: subjects related to education (specifically early intervention, pre-primary, primary schools) + related subjects (psychology, etc.).
  • Number of credits: 30
  • Teachers: Kateřina Janků (Module Director), Mgr. Igor Hampl, Ph.D., PaedDr. Renata Kovářová, Ph.D.
  • Semester: winter/summer
  • Teaching methods: lectures, seminars, tutorials, observation, reverse reflection, e-learning, excursion, individual study, individual education and dialogue
  • Requirements for completing the module: individual tasks (comparative essays on a discussed issue, case study of a child with special educational needs, etc.) based on e-learning and individual study of recommended literature, participation in excursions, attendance at tutorials/lectures, final paper.

Target of the module:

The module SCHOOL 4ALL (S4A) is based on an inclusive concept of current education rooted in principles of equality, multi-culturalism and diversity. Its aim is to provide students with a comprehensive insight into the various possibilities that this current educational concept offers. Besides theoretical background, the model also includes activities enabling students to acquire and develop practical skill sets.

Contents of the module:

The contents of the module are individual courses and components:

  1. Introduction to the issue of special pedagogy and the inclusive system of education.
  2. The education system in the Czech Republic and a comparison with other systems. International documents and legislation.
  3. Systems of counselling and support focused on children with special educational needs (SEN children).
  4. Selected therapeutic methods and techniques used when working with SEN children.
  5. Excursions to schools and institutions for SEN children.

Part 1 = 6 credits

The emphasis is placed on the overall philosophy of special pedagogy, with a specific focus on the concept of inclusive education. Students discuss the availability, accessibility, acceptability and adaptability of educational institutions for all pupils. We will focus mainly on these questions: Who is a child with special educational needs? What is “special” about special education? What is important and effective in strategies of inclusive education? The study materials will introduce students to the basics of special pedagogy theory and the inclusion index.

Part 2 = 6 credits

Part 2 develops students’ knowledge of the Czech educational system and its comparison with other systems in EU countries (selection depending on students’ home countries). Students will study international documents, conventions and legislation concerning the progressive integration of children with special educational needs into standard schools.

Part 3 = 6 credits

Part 2 gives an overview of the systems of counselling, advice and support run for school-age SEN children by SEN professionals and teachers at both standard and inclusive schools. Students will research key aspects of successful inclusion connected with these professional support systems. This part of the module helps students to understand the competencies required by professionals working within these support and counselling systems.

Part 4 = 6 credits

An integral part of inclusive education is the use of special therapeutic and facilitatory methods supporting SEN children’s development. This fourth part of the module focuses on the theoretical characteristics of selected therapeutic methods and demonstrates their use in practice. (Specific methods will be selected on the basis of students’ areas of interest and current opportunities for excursions and practical demonstrations.)

Part 5 = 6 credits

The last part of the module is practical, consisting of excursions and short-term placements of students at schools and institutions for SEN children. Timetables will depend on current circumstances. Excursions will be organized to 5 institutions that can demonstrate various forms of education for SEN children.

Criteria for evaluation of students in the module:

  • Completion of individual tasks relating to courses 1-5 (students’ own analysis and comparisons of the discussed issues, case study of SEN children) that will be organized by e-learning and studying the recommended literature.
  • Attendance at excursions in Part 5 is compulsory.
  • Tutorial attendance during individual courses is compulsory.
  • The final paper - relating to current issues in special pedagogy - will cover content from the entire module (5 courses). Its scope, structure, date of submission, form and content will be announced and discussed during the initial course.
  • Because different courses are run by different teachers, the student will be awarded 6 credits after successfully completing each course, and at the end of the module the credits will be added together.
  • It is necessary to complete all courses to complete the module – i.e. to receive 30 credits in total.

Outputs and competencies

After finishing the module, students will be able to

  • define SEN children
  • understand and explain various interpretations of the term “special educational needs” and the complexity of the integration process and inclusion in current education
  • be aware of the counselling system in the Czech Republic and be able to compare it to that in other countries
  • be aware of the education system in the Czech Republic and be able to consider differences among educational systems in selected countries
  • be aware of legislation and conceptual documents relating to inclusive education
  • be able to discuss the broader contexts of inclusive education development
  • be able to critically evaluate procedures that are considered to be successful and effective in the class where the SEN child is
  • gain a knowledge of using specific therapeutic methods


  • BOOTH, T., AINSCOW, M. Index for Inclusion: developing learning and participation in schools. Bristol: CSIE, 2011. ISBN 978-80-244-1857-5.
  • MITCHELL, D. What really works in Special and Inclusive Education. Using evidence-based teaching strategies. Second edition. USA, Abingdon Oxon: Routledge, 2014. ISBN 978-0-415-62322-3.
  • PFEIFFER, S., I., REDDY, L., A. (ed.) Inclusion practices with special needs students. Theory, research, and application. USA, New York: The Haworth Press, Inc., 2000. ISBN 978-0-7890-0843-2.
  • Strategie vzdělávací politiky České republiky do roku 2020. (Strategy for Educational Policy in the Czech Republic)
  • The Salamanca Statement and Framework for Action on Special Needs Education. Unesco. 1994.
  • Vyhláška č. 72/2005 Sb. o poskytování poradenských služeb ve školách a školských poradenských zařízeních ve znění pozdějších předpisů. (Regulation on counselling services at schools and school advisory institutions)
  • Vyhláška č. 73/2005 Sb. o vzdělávání dětí, žáků a studentů se speciálními vzdělávacími potřebami a dětí, žáků a studentů mimořádně nadaných ve znění pozdějších předpisů. (Regulation on education for pupils and students with special educational needs and extraordinary gifted pupils and students)
  • Zákon č. 82/2015 Sb. o předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon). (Act on pre-school, primary, secondary, higher vocational and other education)
  • Zákon č. 561/2014 Sb. o předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon) ve znění pozdějších předpisů (Act on pre-school, primary, secondary, higher vocational and other education, as amended)

Other literature may be specified as necessary.

Updated: 09. 11. 2017