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Educational systems in children´s homes for pupils with behavioral disorders
PRCHALOVÁ, Monika
An upbringing of a child is a very complicated process. But with some children there might emerge behavioral disorders as a result of the inappropriate or inadequate upbringing, due to the central nervous system disorder, lower intelligence or unsuitable influence of the social environment. These are manifested as violation of social standards, even though the children understand and take them in. There exist specialized facilities for children suffering from serious behavioral disorders ? children?s homes with the school. The aim of the stay there is to give specialized diagnosis of the child and recommend educational methods needed for re-education which is the main goal of the children?s home for pupils with behavioral disorders. The aim of the bachelor?s thesis is to compare two different systems of education in the children?s homes for pupils with behavioral disorders. Therefore the first part deals with giving a description of the children?s home for pupils with behavioral disorders as a facility where institutional and protective education is executed, also focuses on the issues of behavioral disorders and last but not least the determination of the systems of education as well as criteria needed for their formulation. As an example, children?s rights and duties, goals in education and educational measures, devices and methods leading to social rehabilitation can be mentioned. Next part concerns with facilities with institutional and protective education which give legal basis for placing a child into the children?s home for pupils with behavioral disorders. The third part is focused on behavioral disorders, their classification and particularly on psychological and social description of children with behavioral disorders that are being placed into the children?s homes for pupils with behavioral disorders. The final part is dedicated to the actual comparison of two significantly diverse systems of education executed in the children?s homes for pupils with behavioral disorders. The source of information needed for analysis of both systems were predominantly internal sets of rules, which means basic documents of the facilities, then interviews with the directors, pedagogical staff and children from the children?s homes for pupils with behavioral disorders as well as partaking observation. According to the comparison that has been carried out it can be stated that both of the facilities are particular about personal attitude to the children. Both of them also take special care to achieve the communication between the group of the staff and the group of the children. They also use it when evaluating. It is not just simple marking but moreover comprehensible explanation of what a child did wrong. For children to change their attitudes and values during re-education process it is necessary to motivate them with the help of various rewarding events or benefits in the facility. This is the point in which the systems of education of both facilities differ. One of the facilities has set the re-educational programmes in the way so that the children can proceed or descend according to their behaviour. Furthermore the facility organizes various trips to the cinema or swimming pool, in which the children can participate depending on their behaviour, too. Even though there are events organized by the other facility as well, it is the children?s decision to take part or not. Being in touch with the family is crucial for the children. The attitude of both facilities was also different in that. The children in one of them meet their families often and regularly while in the other one rarely. The bachelor?s thesis provides information from two different children?s homes for pupils with behavioral disorders. On that account it could possibly serve as an inspiration for the staff of the identical facilities when creating their own systems of education as well as a feedback for the staff of the facilities being compared.
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