J. Except. People 2020, 9(2):63-73

Identification of supporting phenomena and barriers of inclusion in the pedagogical practice of teachers in a kindergarten in Bratislava, Slovak Republic

Barbora Vodičková
Comenius University in Bratislava, Faculty of Education, Račianska 59, 813 34 Bratislava, Slovakia

The paper deals with the issue of identification of supporting phenomena and barriers of inclusion in the pedagogical practice of teachers in a kindergarten in Bratislava from the perspective of an internal professional. We focused on the performance of direct educational practice of teachers with children. We observed how teachers in their work approached all the children in class who found themselves as a part of their mainstream group in this particular kindergarten. We were interested in how teachers can respond to differences among children, how they can react flexibly to what is happening in the classroom and expand their educational offer by what is commonly available in the daily life of the classroom. The data were obtained, processed and analysed by qualitative methodology. As part of the content analysis of the text, we extracted important categories, which we identify as supportive and, conversely, as barriers in the application of inclusive practice.

Keywords: inclusion, kindergarten, teachers, supporting phenomena, barriers
Grants and funding:

The research was conducted with the support of grant: KEGA no. 072UK-4/2019 "Forming learning a learning community in inclusive kindergartens and primary schools"

Published: June 11, 2020  Show citation

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Vodičková, B. (2020). Identification of supporting phenomena and barriers of inclusion in the pedagogical practice of teachers in a kindergarten in Bratislava, Slovak Republic. Journal of Exceptional People, 9(17), 63-73
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