<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ivana Rochovská</style></author><author><style face="normal" font="default" size="100%">Vladimír Klein</style></author><author><style face="normal" font="default" size="100%">Viera Šilonová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLES AND RESPONSIBILITIES OF THE SCHOOL SUPPORT TEAM IN INCLUSIVE EDUCATION IN KINDERGARTENS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inclusive education</style></keyword><keyword><style  face="normal" font="default" size="100%">kindergarten</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool education</style></keyword><keyword><style  face="normal" font="default" size="100%">school special educator</style></keyword><keyword><style  face="normal" font="default" size="100%">school support team</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching assistant</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1723303141.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Inclusive education presents a significant challenge for contemporary society. All children should have the opportunity to develop according to their educational needs within an inclusive environment. The effectiveness of the school support team plays a crucial role in achieving this goal. This research aimed to explore the perspectives of teaching staff in kindergartens, including headmasters, teachers, and teaching assistants, regarding inclusive education, with a specific focus on their views and attitudes towards the roles of school special educators and teaching assistants in preschool education. A mixed-methods research strategy was employed to achieve this aim. Data were collected using a self-constructed questionnaire containing both closed and open items, completed by 394 respondents from 142 kindergartens. The findings indicated that teaching staff perceived the existence of a school support team as having a positive impact on addressing various children's issues and enhancing teachers' work. These results contribute to a broader understanding of the roles and responsibilities of the members of a school support team in kindergartens.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">521-538</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Viera Šilonová</style></author><author><style face="normal" font="default" size="100%">Vladimír Klein</style></author><author><style face="normal" font="default" size="100%">Ivana Rochovská</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INCLUSIVE DIAGNOSTICS AND STIMULATION OF SOCIALLY DISADVANTAGED CHILDREN OF A PRE-SCHOOL AGE: EXPERIMENTAL VERIFICATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inclusive diagnostics</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive education</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-school age</style></keyword><keyword><style  face="normal" font="default" size="100%">socially disadvantaged children</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1634800451.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research focuses on the diagnostics and stimulation of socially disadvantaged children of a pre-school age, which is a crucial component of inclusive education. The aim of the research was to experimentally verify through input and output orientation diagnostics the effectiveness of the stimulation program for 5 to 6 year old socially disadvantaged children in kindergartens. The results of the input and output orientation screening of 5 to 6 year old children from the experimental and control groups were analysed. Furthermore, the effectiveness of the stimulation program intended for the training of areas of deficits of partial functions and symptoms in the experimental group was verified, and conclusions and recommendations for pedagogical theory and practice in the area of inclusive approaches at the pre-primary stage of the school system were formulated. The research demonstrated that the experimental group of children achieved statistically significantly better results in the post-test, focused on the area of symptoms measured by the t-test, than the control group. It was also confirmed that both groups of socially disadvantaged children (control and experimental) achieved statistically significantly better results in the post-test, focused on the area of deficits of partial functions, than in the pre-test.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">804-825</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ivana Rochovska</style></author><author><style face="normal" font="default" size="100%">Zlatica Huľová</style></author><author><style face="normal" font="default" size="100%">Vladimír Klein</style></author><author><style face="normal" font="default" size="100%">Miroslava Gašparová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE OPINIONS OF PRE-PRIMARY EDUCATION TEACHERS ON THE ADVANTAGES AND DISADVANTAGES OF HETEROGENEOUS AGE GROUPS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mixed-age groups</style></keyword><keyword><style  face="normal" font="default" size="100%">nursery school</style></keyword><keyword><style  face="normal" font="default" size="100%">nursery school teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-primary education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1561382404.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research focuses on the issue of mixed-aged children in nursery schools. The aim of the research was to find out the opinions of the nursery school teachers on the advantages and disadvantages of a heterogeneous age groups based on their practical experiences. In order to find out the opinions of the respondents, a questionnaire was constructed and used. Based on the results, it can be said that 243 respondents consider an advantage to be the better social and emotional development of children, regardless of whether the respondent prefers to work in a homogeneous or heterogeneous age group. However, they did not agree with the disadvantages of heterogeneous age groups. The respondents teaching homogeneous age groups have generally identified far more disadvantages, and the greatest disadvantage being that children in a heterogeneous age group have worse conditions for cognitive development and do not have the opportunity to compete with each other. It has also been confirmed that those respondents with more years of work experience prefer a more heterogeneous age composition of groups than respondents with fewer years of work experience.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">424-436</style></section></record></records></xml>