Inclusive Education of Gifted Students at Secondary Schools in the Czech Republic Compared to Students With Special Educational Needs

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F23%3A63550518" target="_blank" >RIV/70883521:28150/23:63550518 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/02783193.2022.2145398" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/02783193.2022.2145398</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/02783193.2022.2145398" target="_blank" >10.1080/02783193.2022.2145398</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Inclusive Education of Gifted Students at Secondary Schools in the Czech Republic Compared to Students With Special Educational Needs

Popis výsledku v původním jazyce

The research is focused on a comparison of the declared importance of fulfilling selected criteria of inclusive education between gifted students and students with special educational needs (SENs). Using the P-KAP II questionnaire, data were obtained from 541 secondary general schools (SGS) and secondary technical schools (STS). We found that in relation to students with SENs, schools declare a great interest in the issue of inclusive education, but in the context of gifted students a significant decrease in interest was declared. The results show a low declared need for schools to deal conceptually with inclusive education, especially focused on gifted education. Schools prefer rather informal inclusive pedagogical practices and cooperation with external counseling services. SGS schools declared a significantly higher importance of all criteria of inclusive education than do STS schools.

Název v anglickém jazyce

Inclusive Education of Gifted Students at Secondary Schools in the Czech Republic Compared to Students With Special Educational Needs

Popis výsledku anglicky

The research is focused on a comparison of the declared importance of fulfilling selected criteria of inclusive education between gifted students and students with special educational needs (SENs). Using the P-KAP II questionnaire, data were obtained from 541 secondary general schools (SGS) and secondary technical schools (STS). We found that in relation to students with SENs, schools declare a great interest in the issue of inclusive education, but in the context of gifted students a significant decrease in interest was declared. The results show a low declared need for schools to deal conceptually with inclusive education, especially focused on gifted education. Schools prefer rather informal inclusive pedagogical practices and cooperation with external counseling services. SGS schools declared a significantly higher importance of all criteria of inclusive education than do STS schools.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Roeper Review-A Journal on Gifted Education

ISSN

0278-3193

e-ISSN

1940-865X

Svazek periodika

45

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

13

Strana od-do

37-49

Kód UT WoS článku

000910888000001

EID výsledku v databázi Scopus

2-s2.0-85146552153