International Higher Education Teacher Award ^2024/25

The project presented consists of a comprehensive cycle of student-centred courses for university students (both Bachelor and Master). The aim of the courses is, firstly, to 1) improve key study skills and thus increase the academic success of the participants, who are both students with and without special needs. The aim is to develop skills such as effective time management, coping with stressful situations and strengthening physical and psychological resilience. The second aim is to 2) make participants more sensitive to and respectful of the differences of others, but also to embrace their own differences. The course environment is therefore highly inclusive, as in addition to the groups of students already mentioned, the course is open to students of different genders, ages, religions, ethnicities, fields of study and faculties. Participation in the courses contributes to strengthening students' autonomy, self-confidence and overall subjective satisfaction. The optional nature of these courses allows them to be integrated into the curriculum, making support an integral part of the educational process. Elective courses are open to both students with and without special needs, and both groups of students can benefit from the interaction: a different perspective on the world, seen through a different lens, can become the basis for further reflection not only on the world, but also on themselves. This can shape their attitudes and sensitise them, which is beneficial not only to their own personalities but also to their future teaching profession. In terms of inclusivity, awareness and respect for differences, the project has an impact on 1) students with special needs, 2) students without special needs, 3) their future pupils, students or colleagues. The course design is student-centred and allows students to study according to their individual needs (face-to-face, online, etc.). As part of the project, the following activities (elective courses) have been implemented in the curriculum from 2020. Regular: How to manage university studies (every winter term) Managing study demands and mental balance (every spring term) Irregular: Yoga for students with disadvantages Children's well-being and mental health

Methodology

The submitted project is based on many years of experience in the Academic Counselling Office and is strongly student-centred (main category). The Academic Counselling Office provides support to all students, but especially to students with special needs, including students with disabilities or medical conditions, but also more broadly to students who are parents, students with lower socio-economic status or students in adverse life situations. The need for more support for students with special needs has been identified not only by the Academic Counselling Office team, which has been providing its services for more than 10 years, but also by the experience of our faculty's teachers, whose opinions are continuously collected through online questionnaires (conducted each year, always with a different theme to support students with special needs). Creating an inclusive environment is one of the priorities of the Academic Counselling Office and is also a central motif of this project. It should be noted that the status of student with special needs only applies to students who are formally registered with the Academic Counselling Office. However, experience shows that registered students with special needs are only the tip of the iceberg, as most students with difficulties study without seeking support, i.e. they study 'in the shadows'. For this reason, courses are open to students without formally recognised special needs. Among others, students who have only partial difficulties or who want to improve their studies can also apply. At the same time, this openness ensures inclusiveness (horizontal priorities). The identified experiences of academics working with students with special needs (e.g. drop-out, higher risk of students with special needs, poorer academic performance, difficulties in fitting in with a peer group, health and psychological problems) have subsequently been incorporated into the courses presented, which students can enrol in as electives. The staff of the Academic Counselling Office (who are also members of the Department of Psychology and Special Education) have been involved in their development. The elective courses respect the individuality of the participants, and thanks to this, the course can be tailored to their needs, which is an essential condition for their everyday life. At the same time the course (student-oriented) meets the criteria of the main category of this project. The courses are taught by staff from the Academic Counselling Office as well as by academics from the faculty's departments, ensuring interdisciplinarity and expertise. Our partner is the Rectorate, which helps us to promote the course to students from other faculties (there is around 1500 students with special needs at our university). The courses are continuously evaluated and assessed - based on 1) feedback from participants and 2) from the teachers themselves. Students reflect on the courses according to the following outline: summary of all sessions, evaluation of which topics were most important for the students and why, indication of which information/skills/abilities the student will apply practically in his/her further personal or study life (including a specific example), feedback on the course (what the student evaluates positively and negatively), other comments and suggestions. Student feedback clearly shows satisfaction with the safe environment and good atmosphere, practical tips to improve study skills and mental or physical health. A number of students have repeatedly expressed their interest in these courses. The evaluation structure outlined above is also designed to reinforce the skills and abilities acquired and to consolidate the information heard. By asking students to reflect on their memories, ideally using the notes they have taken, it helps them to consolidate what is most important from the lessons. The experience of the Academic Counselling Office is that students who have passed our courses (several dozen) find it easier to come to us when a problem arises in their studies or personal life. Similarly, the content and process of the courses are evaluated by the teachers themselves, who continuously evaluate not only themselves but also their colleagues. Regular meetings help us to reflect on anything that could help improve the courses.

Tools, equipment, technology used

What is innovative in our case is the system of credit-rated elective courses, i.e. the fact that the courses are an integral part of the study. It is often the case that if a student needs to strengthen his or her competences by taking courses outside of his or her compulsory studies, which are in themselves demanding and stressful (and also time-consuming), and also outside of the faculty, such an activity is often not available to him or her (capacity-wise, time-wise and financially). By integrating the courses into the faculty's curriculum, and also by planning them as a comprehensive, interdependent set of courses that a student can take from the moment of admission to the University, we have enabled students (of whom several dozen have already taken our courses) to increase their academic competence and thus their success rate, as well as to improve their physical and mental condition. Courses are communicated to students through the faculty/university system. Information about courses is also sent to them through the Academic Counselling Office or the Rectorate. The courses can be taught without special equipment or aids (only yoga is good to be practiced with equipment), which makes it available anywhere and anytime and due to the inexpensivity (or very low cost of yoga equipment) makes it sustainable and affordable. Hybrid classes are offered to students when necessary, as health reasons sometimes prevent students from attending classes. To make the courses as comfortable as possible for the students in these cases, we choose online communication platforms according to their preferences (Zoom, MS Teams, Skype...). While in the department we generally use the Moodle repository where teachers store instructions, materials and assignments for students, but experience has shown us that this environment is often confusing and unclear for students with special needs or in difficult situations, and that they often experience stress when logging in to Moodle. We therefore send all materials and information to students directly to their email inbox, eliminating the risk of information not reaching them.

Outcomes and outputs, main results

The main results, outcomes and outputs are 1. Both groups of students (students with special needs, students without special needs) learn from each other, are inspired by each other's life perspective, become sensitive to different issues, learn to cope with diversity, accept each other's differences, but at the same time learn to accept their own differences, learn to cooperate with different types of people, communicate as a team, including specific or alternative ways of communication. 2. Graduates of the courses will be able to better understand their future pupils or students with disabilities or disadvantages and will also be able to support them with the techniques they have learnt in these courses. 3. Students with and without special needs will strengthen their study skills and thereby increase their study success. The more successful graduates our faculty has, the more it can contribute to higher number of teachers with different life experiences and needs working in education field in the future. 4. Students with and without special needs develop secure relationships with support staff in the Academic Counselling Office and with teachers. In case of difficulties or sudden crises, they can ask for help more easily and quickly. 5. Although not a direct aim, the support or self-help group effect is often present - students find understanding, advice and share sensitive information with others in the group. Peer feedback can then be extremely helpful, as students with different physical or mental conditions, different genders, different faculties and studies, and different religions come together.

Lessons learnt

It is important to provide a safe environment for the duration of the courses, so it is advisable that courses are run by experienced teachers. Students sometimes raise sensitive issues during the course, so it is good that the teacher is able to meet the needs of all participants.

Adaptability and sustainability of the best practice (for other institutions)

The courses presented above can be freely adapted to current needs (e.g. when the target group changes, when conditions and the environment change), which makes them universal.

Promotion of best practice

Information about our courses is regularly distributed at national conferences (once or twice a year) and also by the Rectorate, which promotes our courses to other faculties, their teachers and students.

Scope and impact

• Faculty level
• Institutional level

Both Charles University and the Faculty of Education advocate an inclusive approach to education, which integrates support for students with special needs into all levels of the educational process. A key role is played by the Academic Counselling Office, which provides counselling, diagnostic and other supportive services to students. It also offers inter-faculty seminars for students and academics on issues of inclusion. An important part of student support is the provision of credit-rated elective courses aimed at developing study skills, strengthening resilience to stress and promoting physical and mental health. These courses are open to all students in all faculties of Charles University, ensuring equal access to education. The courses are designed with sustainability and flexibility in mind - they use minimal technical equipment and allow for a hybrid form of learning that is accessible to students with disabilities. Emphasis is placed on individualising learning and promoting community aspects such as peer learning, developing team communication and sensitivity to diversity. Courses provide a safe environment for sharing sensitive topics and are led by experienced tutors. The inclusive approach of Charles University and the Faculty of Education not only supports students' academic success and personal development, but also their readiness to work with the diverse needs of future students.

6.1 Digitalization

• NOT RELEVANT

Reasoning:

---

6.2 Internationalization

• NOT RELEVANT

Reasoning:

---

6.3 Inclusion and diversity, universal design

• Inclusive course design, universally designed divers activities to meet special students' needs
• Alternative, flexible assessment methods for students with special needs
• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: The courses are designed to be accessible to everyone and the methods used in the courses are universally designed to meet different needs. The courses are conducted according to the possibilities of the participants – in person but also hybrid/online if required. An individual approach is taken towards each student, these courses can be completed in an individual term. Students with different needs and abilities meet, work together and learn from each other's perspectives, making them more sensitive to each other and to their future pupils and students in their profession.

---

6.4 Sustainability

• NOT RELEVANT

Reasoning:

3.3 Public contact datas

Name	Email address	Website
doc. PhDr. PaedDr. Anna Kucharská, Ph.D.	anna.kucharska@pedf.cuni.cz	https://pages.pedf.cuni.cz/poradna/