<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of the teachers, school psychologists, special teachers with regard to students with special needs (students with Attention and Hyperactivity Disorder, i.e. ADHD, with learning difficulties, with emotional and behaviour difficulties, etc.), who are educated together with mainstream students. It also provides information on the first results of the measurements of the socio-emotional health of the students in the inclusive school, both as to its overall level (covitality index) and as to the level of the four psychological dimensions of mental health. The pilot project of the inclusive school confirms that inclusive secondary schools and inclusive education operating within the intentions of positive psychology help the students to develop their cognitive and socio-emotional competences, to create favourable attitudes to diversity, to form the students’ scale of positive values and to encourage positive interpersonal relationships, social cohesion and social classroom climate.</p></abstract>

The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of the teachers, school psychologists, special teachers with regard to students with special needs (students with Attention and Hyperactivity Disorder, i.e. ADHD, with learning difficulties, with emotional and behaviour difficulties, etc.), who are educated together with mainstream students. It also provides information on the first results of the measurements of the socio-emotional health of the students in the inclusive school, both as to its overall level (covitality index) and as to the level of the four psychological dimensions of mental health. The pilot project of the inclusive school confirms that inclusive secondary schools and inclusive education operating within the intentions of positive psychology help the students to develop their cognitive and socio-emotional competences, to create favourable attitudes to diversity, to form the students’ scale of positive values and to encourage positive interpersonal relationships, social cohesion and social classroom climate.

An Inclusive Secondary School in Bratislava

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"An Inclusive Secondary School in Bratislava"}

The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of...

An Inclusive Secondary School in Bratislava

Online veröffentlicht: 13. Dez. 2016

Seitenbereich: 44 - 65

Eingereicht: 21. Aug. 2016

Akzeptiert: 02. Okt. 2016

DOI: https://doi.org/10.1515/atd-2016-0019

Schlüsselwörter
inclusion, inclusive school, multidisciplinary team, school psychologist, social-emotional health

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

An Inclusive Secondary School in Bratislava

Online veröffentlicht: 13. Dez. 2016

Seitenbereich: 44 - 65

Eingereicht: 21. Aug. 2016

Akzeptiert: 02. Okt. 2016

DOI: https://doi.org/10.1515/atd-2016-0019

Schlüsselwörterinclusion, inclusive school, multidisciplinary team, school psychologist, social-emotional health

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
inclusion, inclusive school, multidisciplinary team, school psychologist, social-emotional health