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Kreatívne postupy vo vyučovaní v špeciálnej škole.
Start date: Jun 1, 2015, End date: May 31, 2016 PROJECT  FINISHED 

Our organization - Spojená škola internátna in Vranov nad Topľou is a state educational institution engaged in education of children with intellectual disabilities of varying degrees. We provide training 190 students, most of whom suffer from mental disability and in addition to other associated disabilities, such as the. physical, visual, hearing or suffer from diseases such as. epilepsy, diabetes. These children come from marginalized Roma communities, ie from socially disadvantaged backgrounds. They live in poor areas segregated settlements in our city and its surroundings. They do not sufficiently stimulating family environment for their personal and educational development. We report the lack of basic hygiene practices, low level of self-service skills and ways of behavior. Working with these children is extremely challenging and educators working with them must be professionally at a high level with appropriate experience and a sense of empathy. Educational activity the teacher of such children requires a supply of new knowledge and suggestions for its improvement and innovation that will attract, attract their attention and convince them of the merits of education and the acquisition of basic skills for their future life. The aim of our project was therefore: "To increase the competence of teachers in the field of creative techniques, especially drama education in education of mentally challenged children from marginalized Roma communities through short-term foreign mobile." Activities of the project were: Mobility no. 1: Course of creative techniques in the classroom - he graduated expert in drama education, coordinator of creative techniques in our school and adult education lecturer in creative drama. Mobility no. 2: language training English language - he graduated from the school principal because of the improvement of English language, which requires the completion of observation and communication with partners in the UK to establish the potential for further cooperation. Mobility no. 3: Both participants underwent observation in school Thetford Grammar School in eastern England and saw the application of creative techniques in the classroom at school with the integrated type of learning and mentally disabled pupils and, assess the possibility of benefit observed activities and other experience gained in our school. MOBILITY preceded mail communication. Through the exchange of information to educators agreed program so that it is given the short time fund the most effective and have the highest benefit. After graduation, participants developed mobility materials to which incorporate the acquired knowledge and skills of observation. All important information on the use of creative techniques, particularly Drama Education insert them into our teaching materials (lesson plans, curriculum), approved in August 2016. This will serve not only for our internal use, but subsequently presented and extended to other schools of similar type. The successful implementation of the project was a project team (project manager, financial manager, accountant). Passing said outgoingmobilities we expected outcomes and impacts of the project participants: - Application of methods of drama education in the teaching process, - The application of innovative methods in the development of teaching programs for students with special upbringing - educational needs, - The development of creativity and use more creative techniques in education, - Foster multiculturalism, - Application of methods and forms of work in teaching that lead to the reduction of adverse environmental effects (mainly domestic) for children from MRC and from socially disadvantaged backgrounds to study them in terms of reducing the number of hours of absence, early school leaving, consumption of drugs, early , unwanted pregnancies etc ... Enhancing the professional potential of the teaching staff in these areas, we expect the impact on target groups (children with SVVP mostly coming from marginalized Roma communities - MRK) mainly: - Awareness of one's uniqueness students - children, by improving their performance at school, - Increase self-confidence, leading to more assertive behavior against negative environmental influences. - Increasing the sense of the importance and need for the development of the society in which they live, - Increased gradually felt the need to change the living conditions in their community.
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