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THE INDIVIDUAL EDUCATIONAL PROGRAMME


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WHAT IS THE INDIVIDUAL EDUCATIONAL PROGRAMME
•ADDRESSES THE AREA OF BEHAVIOUR
•THE FOCUS LIES IN THE PROCESS OF CREATION = IT IS NOT A DEFINITIVE DOCUMENT CREATED BY THE SCHOOL
TO BE ADOPTED BY PARENTS AND THE PUPIL
•IT IS BASED ON A DIALOGUE BETWEEN THE SCHOOL, PARENTS AND THE PUPIL
•IT IS NOT LINKED TO „SUPPORT INSTRUMENTS“ (PO1 - PLPP, PO2-5 - IVP) AND ITS CREATION IS NOT
CONDITIONAL ON COOPERATION WITH THE SCHOOL COUNSELLING CENTRE - IT IS THEREFORE THE RESPONSIBILITY
OF THE SCHOOL
•INDIVIDUAL LEARNING PLAN X INDIVIDUAL EDUCATIONAL PROGRAMME

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AREAS OF PUPIL RISKY/DIFFICULT BEHAVIOUR
•1. DOES NOT BRING EDUCATIONAL MATERIALS SUCH AS EXERCISE BOOKS, PENCIL BOX ETC.
•2. DOES NOT HAVE HOMEWORKS
•3. DISTURBANCES IN THE CLASSROOM
•3. REJECTS THE CLASSWORK
•4. DOES NOT RESPECT/FOLLOW TEACHER´S INSTRUCTIONS
•5. INAPPROPRIATE BEHAVIOUR TO CLASSMATES
•6. INAPPROPRIATE BEHAVIOUR TO OTHER PEOPLE WHO WORK AT SCHOOL
•7. COMING LATE TO SCHOOL
•8. TRUANCY
•9. HIDDEN TRUANCY
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•10. LOW MINDED BEHAVIOUR
•11. AGRESSIVE BEHAVIOUR
•12. BULLYING
•13. THEFTS
•14. DESTROYING SCHOOL PROPERTY
•15. DESTROYING OTHER PEOPLE´S BELONGINGS
•16. USE OF ADDICTIVE SUBSTANCES
•17. PROVIDING ADDICTIVE SUBSTANCES AT SCHOOL OR CLOSE TO SCHOOL
•18. BRINGING INAPPROPRIATE OBJECTS TO SCHOOL
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MINISTRY OF EDUCATION
•https://www.msmt.cz/vzdelavani/zakladni-vzdelavani/individualni-vychovny-plan
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4 DEGREES OF COOPERATION
1.A TALK WITH A PUPIL –ACHIEVING CHANGE IS BASED ON MOTIVATION OF THE PUPIL AND HIS/HER
COMPETENCIES
2.A MEETING WITH A PUPIL AND PARENTS – ACHIEVING CHANGE IS BASED ON MOTIVATION OF PARENTS AND THEIR
COMPETENCIES
3.INDIVIDUAL EDUCATIONAL PROGRAMME – BASED ON THE COMMITMENT
4.REFERRING THE CASE TO ANOTHER PARTY („NETWORKING“)
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WHAT IS THE INDIVIDUAL EDUCATIONAL PROGRAMME
•IEP OFFERS A SPACE FOR MUTUAL DIALOGUE AND THE POSSIBILITY TO FIND AND SET APPROPRIATE SUPPORT FOR
THE PUPIL/LEARNER
•DOCUMENTATION METHOD, IEP PROVIDES A TOOL FOR A STRUCTURED, UNIFORM PROCEDURE FOR DEALING WITH
RISKY/DIFFICULT BEHAVIOUR
•IT IMPLIES LONG-TERM COOPERATION BETWEEN ALL PARTIES
•ALL PARTIES INVOLVED - ACCEPTING AND SHARING RESPONSIBILITY
•ITS EFFECTIVENESS DEPENDS ON THE COMMITMENT OF ALL PARTIES
•CANNOT BE FORCED, VOLUNTARY
•DOES NOT SERVE TO LABEL A PUPIL AS GUILTY
•NOT AN INSTRUMENT OF REPRESSION
•NOT FOR PUNISHMENT

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DIALOGUE
•Jan Švankmajer – Dimensions of Dialogue („Exhausting dialogue“)
•https://www.youtube.com/watch?v=L-gGpWpra-g
•„There is nothing as terrible as being without a response“
•DIALOGICAL APPROACH - WE FOCUS ON THE SPACE BETWEEN PEOPLE, THE PLACE WHERE WE MEET (BORDERLINE);
MEANING IS NOT FIXED AND INTRINSIC TO THE OBJECT; MEANING IS FORMED IN THE ONGOING VERBAL EXCHANGE
BETWEEN THE PARTICIPANTS IN THE DIALOGUE; CREATING DIALOGIC SPACE

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GROUP WORK
•DIVISION OF ROLES (4 PEOPLE): PUPIL, PARENT, TEACHER, OBSERVER/RECORDER
•OBSERVER NOTICES THE DIALOGICAL PROCESS, PERCEIVES THE VERBAL AND NON-VERBAL COMPONENT; HOW
QUESTIONS OR COMMENTS ARE FORMULATED AND HOW THE ADDRESSEE REACTS/RESPONDS
•SELECT AN AREA OF RISKY BEHAVIOUR, OUTLINE ONLY THE BASIC FEATURES
1.PEDAGOGICAL EVALUATION – MAPPING THE SITUATION TO SPECIFY THE PROBLEM, TO UNDERSTAND
2.AN AGREEMENT, THE FIRST STEP
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LITERATURE
•SEIKKULA, J., & ARNKIL, T. E. (2006). DIALOGICAL MEETINGS IN SOCIAL NETWORKS. KARNAC BOOKS.
•ANDERSON, H. (1997). CONVERSATION, LANGUAGE, AND POSSIBILITIES: A POSTMODERN APPROACH TO
THERAPY. BASIC BOOKS.
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•HTTPS://RELATIONAL.EDUCATION/EVALUATION/
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