Basic facts of Slovakia

1
Basic facts of Slovakia

• Slovakia and Trnava

2
S L O V A K I A

• Slovakia is situated in Central Europe
• The territory is divided into 8 regions and 79
  districts.
• The Capital city is Bratislava.
• The Slovak Republic was established on January 1,
  1993 as one of the successors of the Czech and
  Slovak Federal Republic.
• Parlimentary governmental system

3

• The population of the Slovak Republic is 5 379
  455. The ethnic composition of the citizens is
  Slovaks, Hungarians, Czechs, Romanies, Ukrainians
  and Germans.
• Slovakia is traditionally a religious country
  the religious composition according to the last
  census in 2001 is Roman Catholic, Evangelic,
  Lutheran, Greek Catholic, Orthodox.
• Very important part took education. The most
  important university in Slovakia is Comenius

4
University in Bratislava, which was established
by Amos Comenius. Tourism Slovakia is a hikers
paradise its terrain varies considerably. If you
are planning to visit the mountainous regions,
then you must see the Tatran Mountains.
5

• The High Tatra is the highest mountain range.
  Some of the highest and most beautiful peaks in
  the range Lomnický peak,etc.
• The Low Tatra range is the second highest
  mountain range, and lies between the Váh and Hron
  vallyes.
• If you love green trees, clear streams, and
  country rambles, you can find Slovak Paradise.
• If you are staying in Bratislava and want to see
  a little of the countryside. Do not forget the
  thermal spas and museums in the area.

6
High Tatras
7
(No Transcript)
8
Cicmany
9

• There are also many precious religious
  buildings.These include the Gothic Church of
• St.Egidius in Bardejov, Gothic Cathedral of St.
  Martin in Bratislava.

10
Spiš castle
11
Trnava

• Use your stay in Trnava to visit the Lesser
  Carpathians and the Driny cave the only cave
  open to the public in western part of the
  country.
• Trnava entered the European history mainly as a
  university town. Peter Pázmány established Trnava
  University.

12

• The city, with its cultural and historical
  sights, ranks among the most significant gems of
  Slovakia.
• Cultural monuments give a realistic picture of
  the history of Trnava. The town was nicknamed
  Parva Roma( Small Rome).
• Presentday Trnava follows up its rich cultural
  traditions. In 1996 it became the metropolis of
  the Trnava region a regional town. Every year
  it organizes cultural and sports events with
  international participation.

13

• The year 1824 was the year of Trnava hospital
  construction. The town became a cultural and
  spiritual centre of the country.

14
(No Transcript)
15
(No Transcript)
16
TRNAVA UNIVERSITY

• FACULTY OF EDUCATION

17
The Faculty of Education, Trnava University

• Was established by the Trnava Senate on 1
  September 1992 as one of two faculties of the
  renewed Trnava University
• The Faculty of Education professes the Christian
  and humanist traditions
• The Faculty offers a complete education of
  primary school teachers in accredited courses of
  study in the course of their study, students
  will be able to acquire a well-balanced quantity
  of specialist knowledge, instruction in pedagogy
  and psychology, and practical skills
• The Faculty has a lot of modern technical
  equipment, laboratories, studios, classrooms with
  audiovisual technology, a qualified academic
  staff

18
Academic departments

• Department of Mathematics and Informatics
• Department of Physics
• Department of Biology
• Department of Chemistry
• Department of Pedagogy and Psychology
• Department of Pre-school and Elementary Pedagogy
• Department of Slovak Language and Literature
• Department of Modern Philologies
• Department of Art

19
Accredited Courses and Fields of Study

• Bachelor Study (length of study 3 years)
• Master of vocational education and training
• Master Study
• Teacher Education and Training for the 1st level
  of primary schools (length of study 4 years)
• Teacher Education and Training in general
  comprehension subjects for the 2nd level of
  primary school (length of study 5 years) in the
  following combinations of subjects
• SLOVAK LANGUAGE AND LITERATURE, ENGLISH
• LANGUAGE AND LITERATURE, ETHICS, ART, PHYSICS,
• CHEMISTRY, MATHEMATICS, BIOLOGY

20
Courses of study in which doctoral examinations
(PeaDr.) and viva voce may be held

• Teacher Education and Training for the 1st level
  of primary schools
• Teacher Education and Training in general
  comprehension subjects for the 2nd level of
  primary schools in the following specializations
• SLOVAK LANUGAGE AND LITERATURE, ENGLISH
• LANUGAGE AND LITERATURE, PHYSICS, CHEMISTRY,
  MATHEMATICS, BIOLOGY

21
Fields of Doctoral study (PhD. Programmes)

• Theory of Teaching General Comprehension Subjects
  and Specialist Subject in the following
  specializations
• Theory of Teaching Biology
• Theory of Teaching Chemistry

22
Fields of science in which habilitation
(post-doctoral degree) and inauguration
procedures (professorship) may be held

• Theory of Teaching General Comprehension Subject
  and Specialist Subject in the following
  specializations
• Theory of Teaching Biology
• Theory of Teaching Chemistry

23
Development and current situation of school
integration of disabled people in Slovakia
24
Historical overview of integration

• 1989 the first idea of common educational
  realization of disabled and handicapped people.
• 1991 - solicitude program processing of disabled
  in the family and other environment by ministry
  of education
• - Programs of special educational
  establishment institutions focused on limited
  groups of handicapped people concerning the care
  through special pedagogical counselling

25

• Two primary aproaches to integration
• tendency ASIMILATION
• integration is the main problem of disabled
• relation superiority and subordination the
  system of values majority is true
• integration is identification of minority with
  identity of majority
• the main problem of progress is asimilation (
  unconditional acceptation norms of exist majority
  society)
• the main form of solving integration is
  incorporation of disabled to establishments of
  abled

26

• 2. tendency COADAPTATION
• integration is problem of disabled and also
  abled people
• Integration is relation of partnership, the
  system of values of majority is not the only one
• I ntegration is new value created from values of
  majority and minority
• the main manner of integration progress is
  adaptation ( ectract of the best values of
  majority and minority )
• the incorporation of disabled to establishments
  of abled may not be the main form of integration

27
Conclusion

• according to the model of asimilation,
  integration is an inclusion of intact people with
  disabled or with the mainstreaming of social
  events.
• according to the coadaptation model integration
  presents partnership between disabled and intact.
  The potential conflict of coestintence may not be
  an obstacle but a stimulating achienvment of
  integration.

28
The ways of education

• - education by means of individual integration
  in the standard system of education
• education by means of social integration in the
  special classrooms of ordinary schools
• education at special schools segregated
  education
• the education at pre-school facilities by means
  of individual integration in special classes or
  kindergartens

29
Positive aspects and deficits of legislation

• Positive
• the special education has created the individual
  general legal regulations for education of
  disabled people
• Deficits
• - in the control system of education and
• facilities of disabled people
• - division in control

30
Trends in development

• Nowadays, we have a lot of schools of different
  kinds of orientation at good level. The system
  has improved and the government concentrates on
  the solution of important problems.
• Following tables reflect to the trends of
  development in 1985/1989 and 1997/1998

31
Schools providing distinctive care for teenagers
in Slovakia in 1985/1989
32
Schools according to the character of handicap Sum Schools Schools Schools Schools Schools
Schools according to the character of handicap Kindergartens Elementary school Grammar school Training schools Ancillary
Schools according to the character of handicap 238/260 27/36 184/202 3/4 21/32 3/6
Mental handicap 200/260 16/25 167/184 - 14/23 3/6
Defect of
- hearing 16/18 5/6 7/7 1/1 3/4 -
- speech 3/3 1/1 2/2 - - -
sight 4/5 1/1 2/2 0/1 1/1 -
With combined defects 6/6 2/1 4/5 - - -
Physical handicap 9/10 2/2 2/2 2/2 3/4 -
33
The numbers of pupils attending schools
providing distinctive care in 1985/1989
34
Schools according to the character of handicap Sum Schools Schools Schools Schools Schools
Schools according to the character of handicap Kindergartens Elementary school Grammar school Training schools Ancillary
Schools according to the character of handicap 20087/25993 593/652 17022/20431 163/191 2868/4412 3241/317
Mental handicap 17814/22893 382/422 15112/18636 - 2079/3518 241/317
Defect of
- hearing 1216/1215 127/131 795/687 32/46 262/351 -
- speech 162/143 20/20 142/123 - - -
sight 370/367 13/12 205/209 0/6 152/140 -


35
Segregated education of defected pupils in 1997/98 Sum Schools Schools Schools Schools Schools
Segregated education of defected pupils in 1997/98 Kindergartens Elementary and special school Grammar and technical school Training schools Ancillary schools
Number of pupils at special schools 26434 1431 19815 313 3770 1105
Mental handicap 18847 314 14578 - 2985 970
Defect of
- hearing 928 96 481 52 299 -
- speech 261 - 261 - - -
sight 301 23 197 13 68 -
Physically handicapped 785 26 257 248 254 -
With combined handicap 740 - 446 - 164 130
36
Segregated education

• Comparison of the data in 1985 and 1989 shows
  the
• increasing trend in the number of special
  schools and
• pupils.
• The representation of handicapped in population
  was
• 3,6 in this period of time
• In the difference of increasing tendency of
  combined
• speech handicap, the number of pupils with
  sight,
• hearing and speech handicap has its
  decreasing
• tendency.

37
Integrated education in special classes in ordinary schools in 1997/98 Schools Schools Schools Schools
Integrated education in special classes in ordinary schools in 1997/98 Integrated education in special classes in ordinary kindergartens Integrated education in special classes at special schools Integrated education in ancillary classes at ordinary elementary schools Integrated education in special classes at kindergartens and elementary schools
Number of pupils 375 2408 5 2788
Mental handicap 72 1421 5 1498
Defect of
- hearing 31 32 - 63
- speech - 122 - 122
sight 145 25 - 170
Physically handicapped 23 6 - 29
With learning and behavior defects - 695 - 695
38
Individual integration at ordinary schools in 1997/98 Sum Schools Schools Schools
Individual integration at ordinary schools in 1997/98 Kindergartens Elementary and special school Grammar and technical school
Number of pupils 4330 809 3108 413
Mental handicap 527 132 395 -
Impairments
- hearing 560 53 440 67
- speech 1012 276 736 -
visual 707 156 466 85
Physically handicapped 1524 192 1071 261
39
The examples of integration

• The integrated kindergartens in Nitra and Trencín
  provide the education for people with hearing
  handicap
• The integrated kindergarten in Bratislava the
  education of children with speech handicap
• The integrated kindergarten in Trnava
  specialized in education of children with mental
  impairment
• The integrated school in Nitra - specialized in
  education of physically handicapped children
• Integrated nursery school for hearing handicaped
  in Bratislava, Hrdlickova street. There is a
  turned integration, where hearing handicaped are
  learning together with healthy children in
  special school.
• Integrated nursery school in Children centre.
• Integrated nursery school in Nitra. In this case
  there are hearing handicapped students educated
  in the normal nursery school
• Integrated nursery school for children with
  speech defects, Dlhe Diely, Bratislava. They have
  7 integrated classes for children with different
  kinds of defects together with healthy children.

40
Conclusion

• It is evident that the integration in Slovakia
  has the rising development, but there are still
  some obstacles in these points
• The lack of information in public system
• The legislation gaps
• The not satisfactory school reforms
• The lack of specially qualified personnel
• Not sufficient material and economic factors
• Absence of special compensating tools and
  resources focused on reducing the deficits in
  integration.