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Practical exercises should form an essential component of high-quality first aid courses. However, incorporating them into school curricula often encounters several challenges. Among the most prevalent issues are the insufficient availability of resources, primarily resuscitation mannequins, and the relatively large class sizes. These factors can result in limited space for effective hands-on exercises for every student within a single class session. To address this, one potential solution involves dividing the students into smaller groups. In this approach, the teacher can focus individually on guiding practical exercises for one group, while the remaining students engage in alternate activities, such as completing independent worksheets. The groups can subsequently rotate, ensuring that all students receive dedicated attention during the lesson. Consequently, the objective of our research was to develop a collection of educational tasks designed to be compiled into worksheets, facilitating independent work among students. We devised a total of nine distinct task types, presented in four different variations (yielding a total of 36 tasks), and organized them into four comprehensive worksheets. Subsequently, we evaluated the practicality of these worksheets through a trial involving 86 elementary school pupils. The assessment questionnaire indicated that the tasks were highly practical, comprehensible, suitably challenging, and relatively enjoyable, according to the feedback from the students. The paper contains more detailed information about the evaluation process, as well as a link to download all of the prepared worksheets, including the author’s solutions and methodological recommendations for teachers. [ABSTRACT FROM AUTHOR]

The inclusion of pupils with special needs into the mainstream school system is one of the key developments in the Czech school system. However, the evident unpreparedness of teachers for this situation represents a fundamental threat to the realisation of this aim. It is especially apparent in certain subjects where no specific field support for the realisation of inclusion in ordinary school reality exists. Czech language instruction is no exception in this respect. The paper analyses teachers’ needs in connection with teaching pupils with special educational needs, with special respect to the didactic reconstruction of content. It appears that in the case of traditional language teaching it is even more difficult as there is a need not only to alter the way content is didactically transformed, but also for the selection of content as such. The text demonstrates that these needs cannot be saturated by educational interventions that are developed in isolation in the field of special education, but must be developed directly in the field of the didactics of the Czech language. This is the only way of securing the expert adequacy of these interventions. [ABSTRACT FROM AUTHOR]