{"id":27086,"date":"2017-01-25T12:48:23","date_gmt":"2017-01-25T11:48:23","guid":{"rendered":"http:\/\/www.invarena.cz\/?p=27086"},"modified":"2017-01-25T12:48:23","modified_gmt":"2017-01-25T11:48:23","slug":"chybi-u-nas-lecebna-pedagogika","status":"publish","type":"post","link":"https:\/\/www.invarena.cz\/?p=27086","title":{"rendered":"Chyb\u00ed u n\u00e1s l\u00e9\u010debn\u00e1 pedagogika?"},"content":{"rendered":"

O tom, jak moc v \u010cR chyb\u00ed obor l\u00e9\u010debn\u00e1 pedagogika a jak z\u00e1sadn\u011b by mohlo toto odv\u011btv\u00ed pomoci nejr\u016fzn\u011bj\u0161\u00edm skupin\u00e1m lid\u00ed se specifick\u00fdmi pot\u0159ebami, se pro invArenu rozepsal uzn\u00e1van\u00fd odborn\u00edk na toto t\u00e9ma Doc. MUDr. PhDr. Leo\u0161 St\u0159eda, Ph.D.<\/strong>
\n
\nV okoln\u00edch evropsk\u00fdch zem\u00edch existuje obor, kter\u00fd u n\u00e1s nem\u00e1me. Jmenuje se l\u00e9\u010debn\u00e1 pedagogika. T\u0159eba na Slovensku se z n\u011bj skl\u00e1daj\u00ed atestace, stejn\u00e9 jako u n\u00e1s maj\u00ed l\u00e9ka\u0159i nebo logopedi. \u0160v\u00fdca\u0159i, N\u011bmci a Raku\u0161an\u00e9 ji naz\u00fdvaj\u00ed Heilp\u00e4dagogik, v Lucembursku a frankofonn\u00edch zem\u00edch P\u00e9dagogie curative. To je p\u0159eklad anglick\u00e9ho n\u00e1zvu oboru, tak jak je pojmenov\u00e1n v USA: Curative Education. \u010ce\u0161t\u00ed speci\u00e1ln\u00ed pedagogov\u00e9 se d\u011blit necht\u011bj\u00ed, proto si st\u00e1le v\u0161echny arteterapie, canisterapie, hipoterapie, muzikoterapie a tane\u010dn\u00ed terapie dr\u017e\u00ed sami pod pokli\u010dkou. Zdravotn\u00edci si zase p\u0159ivlast\u0148uj\u00ed fyzioterapii a ergoterapii. Ale dob\u0159e to nen\u00ed. Ve st\u0159edn\u00ed \u0161kole Euroinstitut se pokou\u0161\u00edme v r\u00e1mci dopl\u0148kov\u00e9 \u010dinnosti l\u00e9\u010debnou pedagogiku vyu\u017e\u00edvat samostatn\u011b a chceme p\u0159in\u00e9st tak\u00e9 \u010dten\u00e1\u0159\u016fm InvAreny ucelen\u00fd pohled.<\/p>\n

O co jde?<\/p>\n

L\u00e9\u010debn\u00e9 pedagogice pat\u0159\u00ed prostor mezi medic\u00ednou a pedagogick\u00fdmi v\u011bdami, dominuj\u00ed v n\u00ed v\u0161ak i dal\u0161\u00ed discipl\u00edny, jako nap\u0159\u00edklad psychologie a soci\u00e1ln\u00ed pr\u00e1ce. Z hlediska medic\u00ednsk\u00e9ho se do l\u00e9\u010debn\u00e9 pedagogiky prom\u00edt\u00e1 \u0159ada terapi\u00ed, kter\u00e9 jsou vyu\u017e\u00edv\u00e1ny i v ostatn\u00edch zdravotn\u00edch oborech, nap\u0159. fyzioterapie, ergoterapie, hipoterapie a dal\u0161\u00ed. V oblasti medic\u00edny a zdravotnictv\u00ed je zac\u00edlena p\u0159edev\u0161\u00edm na d\u011btskou a dorostovou medic\u00ednu a pacienty se speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami, ale p\u016fsob\u00ed tak\u00e9 v r\u00e1mci neurologie, interny \u010di onkologie. L\u00e9\u010debn\u00e1 pedagogika m\u00e1 v\u00fdznamn\u00fd vliv na psychickou str\u00e1nku pacienta, kter\u00e1 ovliv\u0148uje fyzickou kondici. Proto je d\u016fle\u017eit\u00e9 p\u0159\u00edli\u0161 neseparovat fyzickou \u010d\u00e1st t\u011bla od t\u00e9 psychick\u00e9.<\/p>\n

V pedagogick\u00fdch v\u011bd\u00e1ch pat\u0159\u00ed l\u00e9\u010debn\u00e9 pedagogice prostor mezi obecnou a speci\u00e1ln\u00ed pedagogikou. Mysl\u00edm si, \u017ee je d\u016fle\u017eit\u00e9 odd\u011blen\u00ed l\u00e9\u010debn\u00e9 pedagogiky od pedagogiky speci\u00e1ln\u00ed. \u010cesk\u00e1 republika je jedna z m\u00e1la zem\u00ed, kde toto legislativn\u00ed odd\u011blen\u00ed chyb\u00ed. Speci\u00e1ln\u00ed pedagogika vych\u00e1z\u00ed z dan\u00e9ho posti\u017een\u00ed a z n\u011bho (podle povahy jednotliv\u00fdch -pedi\u00ed) odvozuje speci\u00e1ln\u00ed postupy p\u0159i vzd\u011bl\u00e1v\u00e1n\u00ed, v\u00fdchov\u011b a integraci jednotliv\u00fdch skupin posti\u017een\u00fdch.<\/p>\n

L\u00e9\u010debn\u00e1 pedagogika je individualizovan\u00e1, akcentuje terapeutickou vzd\u011bl\u00e1vac\u00ed a v\u00fdchovnou pomoc posti\u017een\u00e9mu jednotlivci s c\u00edlem dos\u00e1hnout jeho maxim\u00e1ln\u00ed mo\u017en\u00e9 sebekompetence. Vyu\u017e\u00edv\u00e1 k tomu biomedic\u00ednsk\u00fd model p\u00e9\u010de o pacienta. Proto v tomto pov\u00edd\u00e1n\u00ed najdete \u010dasto slovo pacient, kde chci akcentovat pedagogickou discipl\u00ednu, uv\u00e1d\u00edm v textu tak\u00e9 v\u00fdraz \u017e\u00e1k. V kapitol\u00e1ch, kter\u00e9 se zab\u00fdvaj\u00ed soci\u00e1ln\u00edmi aspekty l\u00e9\u010debn\u00e9 pedagogiky, najdete term\u00edn klient.<\/p>\n

Z pohledu psychologie je l\u00e9\u010debn\u00e1 pedagogika ch\u00e1p\u00e1na jako obor, kter\u00fd se sna\u017e\u00ed pacientovi pomoci prost\u0159ednictv\u00edm psychoterapie. Krom\u011b odborn\u00fdch a v\u011bdeck\u00fdch p\u0159\u00edstup\u016f jsou \u010dasto vyhled\u00e1v\u00e1ny tak\u00e9 alternativn\u00ed, esoterick\u00e9 a jin\u00e9 metody psychoterapie. C\u00edlem v\u0161ech t\u011bchto metod je v\u0161ak \u0159e\u0161en\u00ed situace a navr\u00e1cen\u00ed pacienta do stavu psychick\u00e9 pohody a rovnov\u00e1hy. To v\u0161e z d\u016fvodu vlivu psychiky na fyzickou podstatu pacienta.<\/p>\n

Soci\u00e1ln\u00ed pr\u00e1ce je s l\u00e9\u010debnou pedagogikou spojena v r\u00e1mci terapeuticko-eduka\u010dn\u00edch program\u016f pro rozvoj seberealiza\u010dn\u00edch a sebeobslu\u017en\u00fdch \u010dinnost\u00ed. Jedn\u00e1 se o komplexn\u00ed p\u00e9\u010di o znev\u00fdhodn\u011bn\u00e9 jedince v\u0161ech v\u011bkov\u00fdch kategori\u00ed. L\u00e9\u010dba m\u016f\u017ee prob\u00edhat individu\u00e1ln\u011b, nebo ve skupin\u00e1ch. Tato pomoc spo\u010d\u00edv\u00e1 v podpo\u0159e kompetenc\u00ed jednotlivce orientovat se, rozhodovat, vytv\u00e1\u0159et vztahy, komunikovat, nach\u00e1zet v\u00fdznam, p\u0159ij\u00edmat a realizovat hodnoty. Uskute\u010d\u0148uje se v r\u00e1mci cvi\u010den\u00ed a program\u016f s terapeuticko-v\u00fdchovn\u00fdm vyu\u017e\u00edv\u00e1n\u00edm rozv\u00edjej\u00edc\u00edch, kreativn\u00edch, seberealiza\u010dn\u00edch a sebeobslu\u017en\u00fdch \u010dinnost\u00ed. V r\u00e1mci modern\u00ed pedagogick\u00e9 \u010dinnosti se znev\u00fdhodn\u011bn\u00fdmi jednotlivci ka\u017ed\u00e9ho v\u011bku m\u00e1 soci\u00e1ln\u00ed pr\u00e1ce sv\u00e9 pevn\u00e9 m\u00edsto. Jej\u00ed v\u00fdznam roste se spole\u010denskou pot\u0159ebou odborn\u00edk\u016f v oblasti v\u010dasn\u00e9 diagnostiky a terapie, prevence a terapie poruch v\u00fdvinu a chov\u00e1n\u00ed, inkluzivn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed a v\u00fdchovy d\u011bt\u00ed (ml\u00e1de\u017ee) s posti\u017een\u00edmi a onemocn\u011bn\u00edmi, jako\u017e i pot\u0159eby komplexn\u00ed a komunitn\u00ed rehabilitace a poradenstv\u00ed.<\/p>\n

Medic\u00ednsk\u00e9 p\u0159\u00edstupy<\/p>\n

Biomedic\u00edna<\/p>\n

Biomedic\u00ednsk\u00fd model p\u00e9\u010de si za hlavn\u00ed c\u00edl klade \u00fapln\u00e9 uzdraven\u00ed pacienta. Up\u0159ednost\u0148ov\u00e1ny jsou l\u00e9ka\u0159sk\u00e9 v\u00fdkony, d\u00e1le osobn\u00ed p\u0159\u00edstup k pacientovi a jeho psychick\u00e1 podpora. Du\u0161evn\u00edm stavem se zab\u00fdvaj\u00ed discipl\u00edny, jako psychiatrie a l\u00e9ka\u0159sk\u00e1 psychologie. Nemocn\u00e9 lidi je pot\u0159eba vyl\u00e9\u010dit, a pokud to nen\u00ed mo\u017en\u00e9, tak se model alespo\u0148 sna\u017e\u00ed o symptomatickou l\u00e9\u010dbu nebo odd\u00e1len\u00ed \u00famrt\u00ed. Mezi v\u00fdhody tohoto modelu pat\u0159\u00ed jasn\u00e9 zad\u00e1n\u00ed, kter\u00e9 se t\u00fdk\u00e1 orientace na l\u00e9\u010dbu a kontroly nemoci. Metoda pracuje s pr\u016fkazn\u00fdmi v\u011bdeck\u00fdmi poznatky a vych\u00e1z\u00ed z d\u016fkladn\u00e9 diagnostiky. Nav\u00edc je biomedic\u00ednsk\u00fd model p\u00e9\u010de dlouhodob\u011b ov\u011b\u0159en\u00fd a o jeho \u00fa\u010dinnosti jen m\u00e1lokdo pochybuje. Hlavn\u00ed nev\u00fdhodou modelu je odosobn\u011bn\u00ed celkov\u00e9 p\u00e9\u010de. Obecn\u011b se p\u0159edpokl\u00e1d\u00e1, \u017ee humanitn\u00ed str\u00e1nku p\u00e9\u010de zajist\u00ed zdravotn\u00ed sestry, co\u017e se v\u0161ak v praxi zpravidla ned\u011bje.<\/p>\n

Holismus<\/p>\n

Na druh\u00e9 stran\u011b le\u017e\u00ed tzv. holistick\u00fd p\u0159\u00edstup. Jedn\u00e1 se o celostn\u00ed medic\u00ednsk\u00fd p\u0159\u00edstup, kter\u00fd se nesoust\u0159ed\u00ed pouze na fyzick\u00fd zdravotn\u00ed probl\u00e9m, ale hled\u00e1 p\u0159\u00ed\u010diny onemocn\u011bn\u00ed i v du\u0161i pacienta. Holistick\u00e1 l\u00e9\u010dba se zab\u00fdv\u00e1 celou bytost\u00ed, jej\u00ed t\u011blesnou, du\u0161evn\u00ed i duchovn\u00ed str\u00e1nkou. Na rozd\u00edl od biomedic\u00ednsk\u00e9ho modelu je zde vy\u017eadov\u00e1n osobn\u00ed p\u0159\u00edstup a zkoum\u00e1n\u00ed r\u016fzn\u00fdch okolnost\u00ed, kter\u00e9 by mohli m\u00edt vliv na nemoc pacienta. S jistou m\u00edrou nads\u00e1zky by se dalo \u0159\u00edci, \u017ee biomedic\u00ednsk\u00fd model se zam\u011b\u0159uje na l\u00e9\u010dbu nemoci, holistick\u00fd p\u0159\u00edstup se sna\u017e\u00ed nemoci p\u0159edch\u00e1zet. N\u011bkdy b\u00fdv\u00e1 holistick\u00fd p\u0159\u00edstup pova\u017eov\u00e1n za alternativn\u00ed metodu l\u00e9\u010dby pacienta. Sou\u010d\u00e1st\u00ed tohoto modelu je tak\u00e9 tzv. o\u0161et\u0159ovatelsk\u00fd proces. Jedn\u00e1 se o pracovn\u00ed metodu, prost\u0159ednictv\u00edm kter\u00e9 zdravotni\u010dt\u00ed pracovn\u00edci \u010di vysoko\u0161kolsky vzd\u011blan\u00ed odborn\u00edci pracuj\u00edc\u00ed ve zdravotnictv\u00ed vyhled\u00e1vaj\u00ed a posl\u00e9ze uspokojuj\u00ed individu\u00e1ln\u00ed pot\u0159eby jednotlivc\u016f \u2013 pacient\u016f.<\/p>\n

Hlavn\u00ed my\u0161lenkou holistick\u00e9ho p\u0159\u00edstupu je, \u017ee „celek je v\u00edc ne\u017e prost\u00fd sou\u010det jednotliv\u00fdch \u010d\u00e1st\u00ed“. Naproti tomu biomedic\u00ednsk\u00fd model \u0159\u00edk\u00e1, \u017ee je pot\u0159eba myslet nejen komplexn\u011b, ale i analyticky. V\u00fdhodou biomedic\u00ednsk\u00e9ho p\u0159\u00edstupu je jeho propracovanost. Za zdravotn\u00ed p\u00e9\u010di odpov\u00edd\u00e1 l\u00e9ka\u0159, i kdy\u017e v\u00fdsledek l\u00e9\u010dby v\u017edy z\u00e1vis\u00ed tak\u00e9 na pacientovi, kter\u00fd m\u00e1 touhu se uzdravit nebo stabilizovat sv\u00e9 onemocn\u011bn\u00ed. Biomedic\u00ednsk\u00fd model p\u00e9\u010de o pacienta m\u00e1 velmi dlouhou tradici, co\u017e nesporn\u011b sv\u011bd\u010d\u00ed o jeho u\u017eite\u010dnosti a funk\u010dnosti. Nev\u00fdhodou tohoto modelu je jeho neosobn\u00ed p\u0159\u00edstup k pacientovi. Nemocn\u00fd je \u010dasto pova\u017eov\u00e1n pouze za konkr\u00e9tn\u00ed p\u0159\u00edpad a diagn\u00f3zu. K pacientovi se zpravidla nep\u0159istupuje individu\u00e1ln\u011b, nepod\u00e1v\u00e1 se mu dostatek informac\u00ed, nem\u00e1 na v\u00fdb\u011br mezi n\u011bkolika mo\u017enostmi l\u00e9\u010dby, jsou-li k dispozici. Celkov\u011b biomedic\u00ednsk\u00fd model v praxi velmi dob\u0159e funguje, na prvn\u00edm m\u00edst\u011b je v\u017edy z\u00e1chrana pacientova \u017eivota, vyl\u00e9\u010den\u00ed onemocn\u011bn\u00ed a \u00faleva od bolesti. V posledn\u00edch letech se zlep\u0161uje i p\u0159\u00edstup k pacientovi a biomedic\u00ednsk\u00fd model je postupn\u011b dopl\u0148ov\u00e1n o dal\u0161\u00ed modely p\u00e9\u010de. T\u011bmi jsou nap\u0159\u00edklad sociologick\u00fd model vn\u00edmaj\u00edc\u00ed spole\u010denskou roli pacienta, humanitn\u00ed model zab\u00fdvaj\u00edc\u00ed se mor\u00e1ln\u00ed str\u00e1nkou existence nebo behavior\u00e1ln\u00ed model, kter\u00fd se zab\u00fdv\u00e1 v\u00fdznamem chov\u00e1n\u00ed lid\u00ed pro jejich zdrav\u00ed a kvalitu \u017eivota.<\/p>\n

Pedagogick\u00e9 p\u0159\u00edstupy<\/p>\n

Tradi\u010dn\u00ed \u0161kolstv\u00ed<\/p>\n

Tak, jako existuj\u00ed dva t\u00e1bory ve zdravotnictv\u00ed, najdeme tak\u00e9 dva t\u00e1bory v pedagogice. Jedna skupina uzn\u00e1v\u00e1 tradi\u010dn\u00ed \u0161kolsk\u00fd syst\u00e9m a druh\u00e1 se p\u0159ikl\u00e1n\u00ed k alternativ\u011b. Z\u00e1kladn\u00edm rysem tradi\u010dn\u00edho \u0161kolstv\u00ed je front\u00e1ln\u00ed v\u00fduka, kdy u\u010ditel stoj\u00ed p\u0159ed \u017e\u00e1ky a hromadn\u011b jim p\u0159ed\u00e1v\u00e1 informace. \u017d\u00e1ci jsou v\u011bt\u0161inou v roli pasivn\u00edch poslucha\u010d\u016f, kte\u0159\u00ed maj\u00ed za \u00fakol pochytit a zapamatovat si co nejv\u00edce u\u010diva. Nejedn\u00e1 se v\u0161ak pouze o v\u00fdklad l\u00e1tky, ale tak\u00e9 o zad\u00e1n\u00ed samostatn\u00fdch prac\u00ed, spole\u010dnou kontrolu dom\u00e1c\u00edch \u00fakol\u016f, shrnut\u00ed u\u010diva a poskytnut\u00ed zp\u011btn\u00e9 vazby a hodnocen\u00ed \u017e\u00e1k\u016f, kter\u00e9 je zpravidla ve form\u011b zn\u00e1mek. V dne\u0161n\u00ed dob\u011b se i do tradi\u010dn\u00edho vyu\u010dov\u00e1n\u00ed integruj\u00ed n\u011bkter\u00e9 prvky alternativn\u00edho \u0161kolstv\u00ed a \u017e\u00e1ci jsou do v\u00fduky mnohem v\u00edce zapojov\u00e1ni. Z hlediska l\u00e9\u010debn\u00e9 pedagogiky jsou pak \u017e\u00e1ci hlavn\u00edmi akt\u00e9ry vyu\u010dov\u00e1n\u00ed. Role pedagoga je vedlej\u0161\u00ed a p\u016fsob\u00ed sp\u00ed\u0161e jako odborn\u00fd dohled, vede \u017e\u00e1ky, pokud si nev\u00ed s n\u011b\u010d\u00edm rady a v p\u0159\u00edpad\u011b exspresivn\u00ed tvorby vyhodnocuje jejich v\u00fdsledky.<\/p>\n

Alternativn\u00ed \u0161kolstv\u00ed<\/p>\n

Alternativn\u00ed \u0161koly vzd\u011bl\u00e1vaj\u00ed sv\u00e9 \u017e\u00e1ky jin\u00fdm zp\u016fsobem, ne\u017e ty tradi\u010dn\u00ed. U\u010ditel\u00e9 p\u0159istupuj\u00ed ke ka\u017ed\u00e9mu \u017e\u00e1kovi individu\u00e1ln\u011b a sna\u017e\u00ed se ho do procesu u\u010den\u00ed co nejv\u00edce zapojit. Tyto \u0161koly jsou vhodn\u00e9 p\u0159edev\u0161\u00edm pro \u017e\u00e1ky se specifick\u00fdmi poruchami u\u010den\u00ed.<\/p>\n

Mezi nejzn\u00e1m\u011bj\u0161\u00ed alternativn\u00ed \u0161kolsk\u00fd syst\u00e9m pat\u0159\u00ed tzv. waldorfsk\u00e1 pedagogika, jej\u00ed\u017e z\u00e1klady polo\u017eil myslitel a filozof rakousk\u00e9ho p\u016fvodu Rudolf Steiner v roce 1919. Vych\u00e1zel p\u0159itom z antroposofie, co\u017e je duchovn\u011b zam\u011b\u0159en\u00fd my\u0161lenkov\u00fd proud, kter\u00fd je p\u0159esv\u011bd\u010den o duchovn\u00ed podstat\u011b lidstva. Filozofie antroposofie se od ostatn\u00edch metod li\u0161\u00ed t\u00edm, \u017ee stav\u00ed na aktivn\u00edch schopnostech jedince pracovat na vlastn\u00edch kvalit\u00e1ch my\u0161len\u00ed, c\u00edt\u011bn\u00ed a v\u016fle. Krom\u011b tradi\u010dn\u00edho \u0161kolstv\u00ed ovlivnila antroposofie tak\u00e9 mnoho dal\u0161\u00edch obor\u016f. Jedn\u00edm z nich je i l\u00e9\u010debn\u00e1 pedagogika a p\u00e9\u010de o klienty s ment\u00e1ln\u00edm posti\u017een\u00edm.<\/p>\n

Popul\u00e1rn\u00ed je v dne\u0161n\u00ed dob\u011b i montessori pedagogika. Tu zalo\u017eila italsk\u00e1 l\u00e9ka\u0159ka Maria Montessori, kter\u00e1 nejd\u0159\u00edve pracovala s ment\u00e1ln\u011b posti\u017een\u00fdmi d\u011btmi. Pro vzd\u011bl\u00e1v\u00e1n\u00ed t\u011bchto d\u011bt\u00ed pou\u017e\u00edvala p\u0159\u00e1telskou atmosf\u00e9ru a podn\u011btn\u00e9 prost\u0159ed\u00ed v\u010detn\u011b speci\u00e1ln\u00edch pom\u016fcek. U sv\u00fdch sv\u011b\u0159enc\u016f dosahovala velmi dobr\u00fdch v\u00fdsledk\u016f. V\u00fduka pod jej\u00edm veden\u00edm byla zam\u011b\u0159ena na procvi\u010dov\u00e1n\u00ed smysl\u016f a motoriky v p\u0159edem p\u0159ipraven\u00e9m prost\u0159ed\u00ed. My\u0161lenka montessori pedagogiky stoj\u00ed na pozn\u00e1n\u00ed, \u017ee maj\u00ed-li d\u011bti k dispozici vhodn\u00fd materi\u00e1l a jsou-li ve spr\u00e1vn\u00e9m prost\u0159ed\u00ed, dovedou se zabavit samy. T\u00edm si samostatn\u011b osvojuj\u00ed nov\u00e9 v\u011bdomosti a dovednosti bez p\u0159\u00edli\u0161n\u00e9ho zasahov\u00e1n\u00ed dosp\u011bl\u00e9ho \u010dlov\u011bka \u2013 u\u010ditele.<\/p>\n

L\u00e9\u010debn\u00e1 pedagogika je t\u00e9 alternativn\u00ed velmi bl\u00edzk\u00e1. Uplat\u0148uje ve sv\u00e9 praxi v\u00fdhradn\u011b individu\u00e1ln\u00ed p\u0159\u00edstup k \u017e\u00e1kovi a je prosp\u011b\u0161n\u00e1 hlavn\u011b u \u017e\u00e1k\u016f se speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami. Hranice mezi rol\u00ed pedagoga a terapeuta je mnohdy miziv\u00e1.<\/p>\n

Autor: Doc. MUDr. PhDr. Leo\u0161 St\u0159eda, Ph.D.
\nl\u00e9ka\u0159, doktor soci\u00e1ln\u00ed pr\u00e1ce a speci\u00e1ln\u00ed pedagog
\np\u0159edn\u00e1\u0161\u00ed management soci\u00e1ln\u00ed pr\u00e1ce na 1. LF UK v Praze
\nv\u011bnuje se v\u00fduce ment\u00e1ln\u011b posti\u017een\u00fdch \u017e\u00e1k\u016f v \u00fastavn\u00ed p\u00e9\u010di<\/p>\n","protected":false},"excerpt":{"rendered":"

O tom, jak moc v \u010cR chyb\u00ed obor l\u00e9\u010debn\u00e1 pedagogika a jak z\u00e1sadn\u011b by mohlo toto odv\u011btv\u00ed pomoci nejr\u016fzn\u011bj\u0161\u00edm skupin\u00e1m lid\u00ed se specifick\u00fdmi pot\u0159ebami, se […]<\/a><\/p>\n<\/div>","protected":false},"author":1,"featured_media":27087,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-27086","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-zpravy"],"_links":{"self":[{"href":"https:\/\/www.invarena.cz\/index.php?rest_route=\/wp\/v2\/posts\/27086","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.invarena.cz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.invarena.cz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.invarena.cz\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.invarena.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=27086"}],"version-history":[{"count":0,"href":"https:\/\/www.invarena.cz\/index.php?rest_route=\/wp\/v2\/posts\/27086\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.invarena.cz\/index.php?rest_route=\/wp\/v2\/media\/27087"}],"wp:attachment":[{"href":"https:\/\/www.invarena.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=27086"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.invarena.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=27086"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.invarena.cz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=27086"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}