Children with Communication Disabilities Profit from Inclusion into Regular Classes

 Children with Communication Disabilities Profit from Inclusion into Regular Classes

A Petr is 10 years old. He was diagnosed with Asperger’s Syndrome at the age of 3. Till that time, he did not speak at all. And any time feeling uncomfortable, he often threw fits of tantrum. Péťa started attending a free-time centre in Třebíč at the age of four instead of preschool, as none of the preschool teachers wanted to accept him to their class. And his school attendance had to be postponed twice, so he started school attendance at the age of 8. Pedagogy-psychological specialists agreed with his mother to apply for a pedagogy assistant with the recommendation to place Petr into a regular school.

B The secret of enhancing language skills of preschoolers with disabilities may be to place them into classrooms with typically developing peers. Children with disabilities significantly develop their language skills over the course of a year, in case they can interact with other children who have good language knowledge. In fact, children with disabilities have language skills comparable to children without disabilities after one year of preschool. They benefit from being surrounded by highly skilled classmates. Children with disabilities have limited opportunity to improve their use of language if they are not surrounded by highly skilled peers them.

C Petr’s mother decided not to send her son to a special preschool. She rather quitted her job and spent the whole day with her son, and they attended a free-time centre together, so that little Péťa could stay in contact with other children on a regular basis. They were involved in many art, therapeutic and speech activities. Petr’s communication skills developed slowly, and when starting school attendance, he spoke fluently. But he still had a lot of difficulties with social interaction.

D Children with disabilities who are included to regular classes with more skilled peers are affected by the skill levels of their classmates. For those children with disabilities who are in classrooms with the highly skilled peers, language scores at the and of the school year are much better than those of children with disabilities who were placed to special schools. Other benefits of school inclusion are development of a positive understanding of themselves, development of friendships, enhancing empathy, and sharing knowledge and information.

E Nowadays, Péťa is attending the third class. He does not need an assistant anymore. He has the best school results of all children in the classroom. Moreover, his dream is to become a university professor. And on top of that, he has superior knowledge of maths, loves reading encyclopaedia, and learning English.

Adjusted to (1)

 

1) Read the article and match each of the headings to a paragraph.

1 Benefits of preschool education

2 Petr’s preschool education

3 Petr today

4 Pre-schoolers with disabilities should attend normal preschools

5 Petr’s case

 

2) Read the article and answer the questions.

1 What does the article refer to?

2 Who is Petr?

3 What is written about Petr’s preschool education?

4 What are the benefits of inclusion?

5 What is written about Péťa’s life today?

 

3) Explain the following words and phrases.

1 Asperger’s Syndrome

2 typically developing peers

3 limited opportunity to improve their use of language

4 art, therapeutic and speech activities

5 development of a positive understanding of themselves

 

Source:

(1)

FRAŇKOVÁ, Ruth. Future of almost 500 children unclear after charity crisis. Český rozhlas [online]. 2015 [cit. 2019-04-14]. Available at: http://radio.cz/en/section/curraffrs/future-of-almost-500-children-unclear-after-charity-crisis

 

Music in the project English4Family

 Music in the project English4Family

A Teacher Veronika Bílková wants to show how music can help preschoolers and younger school children from the ages of 5 to 9 learn a language with an actual curriculum. This project is realized in the city of Jihlava.

B Not all preschool children are getting adequate music instruction that could evoke real progress in their overall development, particularly their reading and writing readiness, according to the teacher. This is mainly true when speaking about children in need. “Our project has the ambition to create a model showing how music can influence overall development of children in preschools and primary schools and help classroom teachers present music activities in these institutions,” Veronika, teacher of Social College in Jihlava says.

C Veronika’s project appears at this time when some schools are deciding to cut music out of their curriculum, and some do not present music adequately. “When we lose the opportunity to introduce music to children at such a formative age, it might have a very negative impact,” the teacher says. But the situation can be even worse for preschool and younger-school children because Veronika’s project has shown that music can make young children readier to profit from classroom instruction and become better readers as well.

D Veronika has been realizing a project English4Family dealing with musical activities for three years, and has so far involved 80 students of Preschool and Extracurricular Pedagogy and 20 preschool and primary-school teachers and more than 200 pre-school and primary-school children who took part in musical activities. All involved teachers have intensive musical skills and learning strategies for conducting the musical development of young children. Children and teachers experience the music at regular music sessions where music is introduced in connection with English. “Our project includes English songs, songs that improve rhythm and rhyme, songs that support auditory discrimination, they are connected with movement, space and time development, playing and exploring simple instruments,” she explained.

E “This project develops children’s music learning, their knowledge of English,” Veronika says, “but it also professionally develops their teachers so that their future classes of children will benefit from music. This is something that both teachers and children will once appreciate and it will cultivate their whole lives.”

Adjusted to (1)

 

1) Read the article and match each of the headings to a paragraph.

1 The project English4Family has involved many people

2 This project influences also teachers

3 Music supports children’s development

4 Music project in Jihlava

5 Some schools are deciding to cut music out of their curriculum

 

2) Read the article and answer the questions.

1 What does Veronika say about influence of music education on learning abilities?

2 What is the situation concerning music in the Czech schools like?

3 What kind of project did Veronika start? Who is she?

4 What skills will be practiced?

5 How will teachers benefit from this project?

 

3) Explain the following words and phrases.

1 curriculum

2 reading and writing readiness

3 rhythm and rhyme

4 simple instruments

5 to professionally develop

 

Source:

ANZALONE, Charles. Music curriculum aims to nurture preschoolers' language skills. News Center University at Buffalo [online]. 2014 [cit. 2015-09-21]. Available at: http://www.buffalo.edu/ news/releases/2014/07/041.html

 

Inspiring creativity in young children in the dance club Hotch-Potch Jihlava

 Inspiring creativity in young children in the dance club Hotch-Potch Jihlava

A Sometimes, as I showed my 3-year-old children in the dance club Hotch-Potch in Jihlava some new materials to work and dance with, they would ask me: “What does it do? What are we going to do with it?"” These questions make me think about what parents give their children to play with. Very often, these are toys and manipulatives that are designed to “do” something interesting. However, they do not push the child to do too much. My favourite choice for manipulatives I use in preparatory dance lessons have always been materials that are called “open-ended”. These are things that require children to think and adjust for themselves.

B For example, I once read a fairy tale of a “Little naughty breeze” with my class. This story is especially suited for younger children, preschool children and children in primary school. I used storytelling, children were engaged in their fantasy, curiosity and taste to try what the animals do in the story. I could have presented the yoga positions to the children, but I let them think them up themselves. After the movement part, we added visual artwork. Painting animals from positions might be a good idea or colouring in animals from printables. But I offered the children ribbons, strings, and little balls to create the fairy tale on the floor as they imagined. We involved most of our senses, and boosted our creativity. The children created amazing work of art and were proud of their creation. They cooperated and remembered the activity also after the lesson.

C My aim here was to use open-ended materials which did not ‘do’ anything, but they could be used in an originative way to inspire the child to create something. In this way, the children really immersed into a nice piece of children’s literature through movement and visual arts. They also discovered basics of choreography as they were encouraged to create a piece of dance art on their own.

D What can teachers and parents learn from this educational approach? We should think about toys we buy carefully and develop projects that allow children to be more creative, although it could be a bit of a dirty effort. And we should also try to reuse the things that are already in our surroundings as a means to support our creativity.

E And sometimes, the best manipulatives are not in the classroom or in the house. They are outdoors, provided by nature. I believe my own creativity was originally boosted and inspired by my ability to see products in clusters of wood, stones and rubbish. The ability to be creative can be the most important quality of our child. So next time, we are in a toy shop, we must ask ourselves: “What will motivate my child to ‘do’?”

Adjusted to (1)

1) Read the article and match each of the headings to a paragraph.

1 Buying toys should be more inventive

2 Creative activities and open-ended materials

3 Nature and creativity

4 A lot of toys aren’t creative enough

5 Wind story and activities

 

2) Read the article and answer the questions.

1 What is the majority of toys in toyshops like?

2 Who is the story teller?

3 How was the lesson improved?

4 What should parents think about more?

5 Where can they find inspiration for creative activities?

 

3) Explain the following words and phrases.

1 manipulatives

2 printables

3 to boost creativity

4 open-ended materials

5 to reuse things

Source:

(1)

PALACIOS, Rebecca. Inspiring Creativity in Young Children. ABCmouse [online]. 2012 [cit. 2019-01-29]. Available at: https://www.abcmouse.com/results-and-references-articles/sarticles.inc?num=7

 

Fibichova Preschool teachers talk about the importance of art

Fibichova Preschool teachers talk about the importance of art

A When I asked the headteacher from Fibichova Preschool in Jihlava, a small preschool with only two classes, why art is important and how it is being taught in preschools, she told me her answer could be too long and she would rather invite her colleague to speak on the topic as well.

B Věra Kalinová, headteacher, and her colleague Tereza Smolíková, teacher at Fibichova preschool explained: “The skills which we practice in art are the abilities that children can use throughout their lives. These processes are important, and they are a vital part of human experience. Art is used in our preschool as a way for children to translate the world through their own eyes to create something new and personal. It is a way our children can express their experience to others. Art can be an essential part of each child’s learning experience.”

C “Art can support children to become better problem solvers, and they can develop their decision making and critical thinking skills,” noted Tereza Smolíková. “Working on manual art activities can develop children’s fine motor skills. Art also reinforces what is taught,” added Věra Kalinová. “We offer our children art activities which they may not otherwise do, and we also introduce art from other cultures. The arts inspire children to create and use their imagination, and they also develop self-confidence.”

D During our conversation, I watch preschool children who are just compiling a map of Africa. “Later on, we will place animals there that we made from pressed paper yesterday”, Tereza Smolíková explains. “As you can see, children are able to develop independence and collaboration through these activities,” Věra Kalinová expressed. She is persuaded that arts teach children that problems can have more than one solution. Children can develop not only their communication skills but also non-verbal communication and ability to concentrate.

E Fibichova Preschool was founded in the 1950s and is once one of the famous villas of the Vysočina Region. Due to its size, low number of children and the amazing locality of a large garden with many full-grown trees, the preschool manages to establish a family education. The atmosphere is highly stimulating, socializing and protective.

 

1) Read the article and match each of the headings to a paragraph.

1 Children work together on a project

2 Climate of the preschool

3 Headteacher wanted her colleague to participate

4 Art supports critical thinking and motor skills

5 Art develops thinking and prepares for future life

 

2) Read the article Fibichova Preschool teachers talk about the importance of art and choose the correct answer:

1 Why did the headteacher want her colleague to join her?

2 Why do the teachers think art skills are important?

3 What do art classes develop according to Tereza Smolíková?

4 Which qualities does art boost according to Věra Kalinová?

5 What is the environment of the preschool like?

 

3) Explain the following words and phrases.

1 to translate the world through their own eyes

2 to become better problem solvers

3 fine motor skills

4 to develop independence and collaboration

5 non-verbal communication

 

Source:

(1) ROZNIK, Sharon. FDL art teachers talk about the importance of art. FDL Reporter [online]. 2015 [cit. 2015-09-21]. Available at: http://www.fdlreporter.com/story/news/local/2015/03/06/fdl-art-teachers-talk-importance-art/24500883/

Nearly half of children ‘leave school without basic movement skills’, study says

A A new survey has revealed that many children leave primary school with poor physical literacy, despite the majority of teachers viewing PE as an important subject. Nearly half of primary school pupils are leaving school without “basic movement skills” to engage in physical activity.

B Teachers also said more than one in three children dislike exercise by the time they leave primary school and believe 42 per cent of children don’t enjoy PE lessons. However, a survey of 400 primary school teachers revealed negative attitudes towards physical activity among primary school pupils still prevail. The survey, by Virgin Active, the University of Bedfordshire and primary school teachers nationwide, revealed teachers believe 39 per cent of children across the UK leave primary school with a negative attitude towards being physically active.

C Experts say primary school teachers play a crucial role in helping children develop physical literacy. But a third of them lack confidence when it comes to teaching PE, while over a quarter said they don’t feel adequately qualified to teach the subject and more than half want more professional development opportunities for PE. The vast majority of teachers, or 88 per cent, say they recognize PE is as important as the other subjects they teach.

D Professor Margaret Whitehead, an academic on physical literacy, said: “PE lessons help shape a child’s first experiences of physical activities and their attitude towards leading an active lifestyle. It is crucial that these first experiences are positive, rewarding and enjoyable. We must do all we can to make sure teachers are equipped with the knowledge and tools they need to deliver quality PE, helping all students to make progress on their physical literacy journey. We need to enable teachers to nurture a lifelong love of physical activity among future generations.”

E To help tackle the issue, Virgin Active are launching Active Inspiration, a five year-long programme working with charities such as the Youth Sports trust and various educational partners. Their aim is to introduce an active lifestyle to 500,000 young people, by developing new ways of approaching PE that they hope will inspire a lifelong love of physical activity in primary school pupils. Official figures show more than one third of children in England are now overweight or obese by the time they leave primary school.

Adjusted to (1)

prevail – převládat

vast – obrovský, rozsáhlý

nurture – živit, vychovávat

tackle – bojovat, poprat se

1) Read the article and match each of the headings to a paragraph.

1 A new survey on physical literacy

2 Whitehead’s opinion

3 A new active programme is starting

4 Children dislike PE

5 Teachers don’t feel to be qualified

2) Read the article and answer the questions.

1 What does a new survey deal with?

2 How do teachers feel about PE education and their pupils?

3 Who is Whitehead? What does she say?

4 What is Active Inspiration?

5 What kind of problem do 33% of children leaving school have? Why?

3) Explain the following words and phrases.

1 poor physical literacy

2 basic movement skills

3 negative attitude towards being physically active

4 don’t feel adequately qualified to teach the subject

5 overweight or obese

4) Answer the following questions.

Why is physical activity important? How much physical activity should a preschooler get daily? How to make physical activity fun? What are social benefits of physical education?

Video:

https://goo.gl/sMCKPi

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Tips, sources of information:

http://goo.gl/eGwwlO

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Source:

(1)

ESPINOZA, Javier. Nearly half of children 'leave school without basic movement skills', study says. The Telegraph [online]. 2015 [cit. 2015-09-22]. Available at: http://www.telegraph.co.uk/education/educationnews/11693791/Nearly-half-of-children-leave-school-without-basic-movement-skills-study-says.html

More Children Hooked On Sport

More Children Hooked On Sport

A Sport Wales today revealed an almost 50% increase in the number of Welsh children taking regular part in sport and physical activity. It shows the opinions of 110,000 Welsh schoolchildren (almost 40% of the 7-16 year old age group in Wales). As well as showing that the numbers of young people taking part in sport or physical activity three or more times a week has risen from 27% in 2011 to 40% in 2013, the survey also revealed: 91% of children enjoy school sport.

B Boys (44%) were still more likely than girls (36%) to regularly participate in sport and physical activity. Making sport and physical activity enjoyable and fun is critical to boosting participation by children and young people. School is the most important place in which children learn the competence and confidence to participate in physical activity.

C Commenting on the survey results, Sport Wales Chair, Professor Laura McAllister said: “These excellent figures show what is possible when the sport and education sectors work together. They also help us understand how to encourage tomorrow’s generation to participate more in sport and physical activity. It is not a question of more money. It is about investing in our children’s future through the health, education and sports sectors working better together to give our children the best start in life. The most cost effective way is to place schools at the centre of a community developing a generation of healthier bodies as well as minds.”

D For Sarah Powell, Chief Executive Officer of Sport Wales, the Survey underlines how Sport Wales’s efforts to improve sport and physical activity have made a difference: “These results demonstrate that Sport Wales’ ambition to get every child hooked on sport is on track and bearing fruit. The work in primary and secondary schools funded by Sport Wales over the last ten years, with after-school clubs and the wider sports community, has opened up opportunities for every child to try out a wider variety of sports and physical activities. These have been delivered in an enjoyable and fun environment, building children’s confidence and interest to do more.”

E It is amazing that so many young people across Wales have been given the opportunity to share their thoughts and opinions on school sport. The young people of Wales have spoken and Welsh government is now in the best placed position to be answering their needs and ensuring that all children have suitable opportunities to get hooked on sport.

Adjusted to (1)

boost – zvýšit, podpořit

1) Read the article and match each of the headings to a paragraph.

1 Powell things cooperation of schools and sport clubs is important

2 All children must get chance to do sport

3 More boys practice sport activities than girls

4 More Welsh children do sport today

5 McAllister’s opinions

2) Read the article and answer the questions.

1 What did the research in Wales find out?

2 How are school and sport connected?

3 Who is Laura McAllister? What does she say?

4 Who is Sarah Powell? What does she think about the results of the survey?

5 What should be the reaction of Welsh government like?

3) Explain the following words and phrases.

1 competence and confidence to participate in physical activity

2 survey results

3 encourage tomorrow’s generation

4 education and sports sectors working better together

5 ambition to get every child hooked on sport is on track and bearing fruit

4) Answer the following questions.

Why are sport activities important for children and youth? How does practicing sport in young age influence our life in adulthood? What is social role of sport? How are sport clubs financed? Can economically disabled children do sport? Where? Who can support them

Video:

https://goo.gl/TVr44Q

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http://goo.gl/Y0TES5

Tips, sources of information:

http://goo.gl/DY0sfC

http://goo.gl/0ELL3I

http://goo.gl/DmT9vi

Source:

(1)

More Children Hooked On Sport. Sport Wales [online]. 2014 [cit. 2015-09-22]. Available at: http://sport.wales/news--events/news--events/our-news/latest-news/more-children-hooked-on-sport.aspx

Science ‘squeezed out of primary schools’

A Science is being squeezed out of English primary schools, with a third not providing the recommended two hours of teaching a week, research suggests. The Confederation of British Industry study also suggests science has become less of a priority in many schools. A third of 260 teachers surveyed said they lacked confidence teaching science.

B The government said the report was “nonsense”, and its new curriculum “rivals the best in the world”. In the report, Tomorrow’s World, 53% of the teachers surveyed for the CBI said science teaching had become less of a priority over the past five years. And 36% of the schools teaching science at Key Stage 2 said they were not providing the minimum recommendation for science education of two hours every week. Some 20% said they committed over three hours, but 7.5% said they taught less than one hour per week.

C CBI director general John Cridland said: “Science education in primary schools is being squeezed out. How can we expect to inspire future generations of scientists and engineers if we don’t deliver high-quality and inspiring science lessons at primary school age? If we are not careful, too many children will have lost interest in science before they hit their teens. A lack of science, technology, engineering and maths skills are already holding back economic growth, and this will only get worse if we don’t energize the next generation. Pupils need innovative, fun lessons with access to the latest science kit and need to break free of the classroom more to visit cutting-edge companies.”

D Prof. Julia Buckingham, vice-chancellor of Brunel University, London, said: “The report’s findings - indicating that Stem (science, technology, engineering and maths) subjects have become less of a priority in primary schools in recent years. None of us should be in any doubt of the critical importance of ensuring that the education system inspires interest and enthusiasm for the sciences and provides careers advice and guidance as early as possible for school students.”

E A Department for Education spokesperson dismissed the CBI’s findings as “nonsense”. “Science is a compulsory subject in schools from age 5 to 16,” said the spokesperson. “It is a crucial part of our plan to prepare young people for life in modern Britain, and we have made big strides in recent years. A record number of pupils are now taking science at GCSE and we are seeing more young people taking the crucial STEM subjects at A-level. We have introduced a new primary science curriculum to get encourage more young people to study it.”

Adjusted to (1)

squeeze out – vytlačit

stride – pokrok

1) Read the article and match each of the headings to a paragraph.

1 The government disagrees but the research figures are clear

2 Buckingham’s opinion

3 Science has lost its priority

4 Government says the findings are nonsense

5 Science is important for economics

2) Read the article and answer the questions.

1 What was the research about?

2 What were the results of the experiment?

3 How does the government oppose?

4 Who is John Cridland? What does he say?

5 How does science influence future life of the pupils?

3) Explain the following words and phrases.

1 its new curriculum “rivals the best in the world”

2 science education

3 we don’t deliver high-quality and inspiring science lessons

4 break free of the classroom

5 provide careers advice and guidance

4) Answer the following questions.

What is science? How does science education influence development of children? Do you think our government supports science education and research enough? Why not? How should be science taught?

Video:

https://goo.gl/Wmm9Dk

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https://goo.gl/c9AF7W

Tips, sources of information:

http://goo.gl/3SwNyU

http://goo.gl/RYBLlA

Source:

(1)

RICHARDSON, Hannah. Science 'squeezed out of primary schools'. BBC News [online]. 2015 [cit. 2015-09-21]. Available at: http://www.bbc.com/news/education-31749900