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What are the Factors influencing successful inclusion of deaf Children?
Isaac, Rebecca ; Strnadová, Iva (vedoucí práce) ; Šiška, Jan (oponent)
The research question that I have required to answer through this study is, 'what are the factors influencing successful inclusion of deaf children?' The reason I decided to investigate this question was my experience with inclusive education in India Ever since the West staunchly practised and promoted inclusion, India has sought to follow suit. The query is whether India has the foundation resources on which inclusion can be built. The opportunity of conducting this study in the West meant that I was able to obtain first hand information from countries that have pioneered it and practised it for many years now. Powered by TCPDF (www.tcpdf.org)
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Role of Special Schools in promoting inclusive Education
Gupta, Pramod Kumar ; Šiška, Jan (vedoucí práce) ; Strnadová, Iva (oponent)
World of education for disable children is constantly changing. Special schools have to change according to the demand of its clients or the environmental factors. Inclusion is seen as a right and inclusive education has become a compulsion in the field of special education. Irrespective of disability, a child with disability has the same rights to education as any other child in his/her age. Many declarations, decades and policy papers have fueled this drive world over and have been showing the direction for policy makers and practitioners. This study explores and highlights the importance of inclusive education and role of special schools in promoting it. The research focus has been to investigate various roles for special schools, so that they can meet some of the challenges of inclusive education. The purpose of the research was for me to develop an understanding and knowledge about this growing phenomenon of inclusive education, its challenges and how special schools can contribute to make it effective. The literature review examines theories and concepts of inclusive education and evolution of special education. It is mainly focused on Indian response to it inclusive education, effect of medical/social models on special education and international movement towards inclusive education with special...
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How may assessment results be best utilized by teachers to benefit dyslexic students in inclusive settings?
Abbey, Beauty ; Strnadová, Iva (vedoucí práce) ; Šiška, Jan (oponent)
This dissertation is focused on how best may assessment results be utilized to benefit students with dyslexia in inclusive settings. Through the literature and study, it has indicated that assessment plays a major role in the education system. Effective learning and teaching depend more on the teacher knowing the strengths and weaknesses of the child in the class. Teaching children with dyslexia can be tricky and confusing for teachers as the disability cannot be seen physically, so it calls for assessment to identify the learning styles of the students to employ the appropriate methods. The case study consists of the observations of the students in the classroom and interviews with the teachers, directors, counseling centers and comparison of assessment results with their individualized educational plan was carried and analyzed. The data was summarized and put in tables for better understanding. The results had proven that, indeed assessment results enhances the provision of learners with dyslexia in inclusive settings. An inclusive setting does not mean only the schools, but means community at large. A child who has low self esteem, cannot read and comprehend is cut completely from the society, therefore schools are seen as the first place to see that it facilitate or build up a child who will be easily...
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Parental Satisfaction with Inclusive Education
Yin, Ra ; Strnadová, Iva (vedoucí práce) ; Šiška, Jan (oponent)
This dissertation was a study on parental satisfaction with inclusive education that I carried out in the Czech Republic in order to find the answers to research questions: (1) to what extent are the parents satisfied with inclusive education? And (2) what are the factors that contribute to such satisfaction? The information was gathered from the parents of children with speciál education needs integrated in the mainstream school. This study engaged 24 parents who have children with disabilities integrated in the mainstream lower secondary schools. The results indicated that parents of children with disabilities were generally satisfied with school where their children have been integrated. Specifically, parents were satisfied with school environment, classroom, learning materials. They strongly expressed that they needed their children to study in the mainstream school because the children need to make more friends with the same age group, to play with their friends, to be invited to the birthday party and so forth. Notwithstanding, there were a small number of parents who were dissatisfied or less satisfied. This was due to the children of these parents having been more development when they changed to study in speciál school. In addition, parental satisfaction was strongly influenced by parental...
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Transition-related Roles and Responsibilities of Secondary Special Educators
Pinto, Carla ; Šiška, Jan (vedoucí práce) ; Strnadová, Iva (oponent)
he main aims of this research was to find out: what were the transition-related roles and responsibilities of secondary special educators while preparing youth with intellectual disabilities for employment and the specific challenges or difficulties they face while performing these transition-related roles and responsibilities. Secondary special educators were also asked to rate the effectiveness of their teacher training programme and make recommendations to improve their programme. And finally, they were asked what kind of support from the school they received to help them perform their transition-related roles and responsibilities effectively. Both qualitative and quantitative research methods were used in this study. Through this research it has been found that there exists quite a high percentage of secondary special educators (i.e. overall 59% and above) who felt that they performed 20 out of the 23 transition-related roles and responsibilities while preparing students with intellectual disabilities for employment. The findings of this research also reveal the specific challenges or difficulties that secondary special educators experience while performing their transition- related roles and responsibilities. 5 out of the 12 secondary special educators rated their teacher training programme as good and...
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Study of Cooperative Learning as a Tool/Strategy to Address the SEN of Students in Mainstream Classroom of Primary Inclusive Schools
Srivastava, Meenakshi ; Strnadová, Iva (vedoucí práce) ; Šiška, Jan (oponent)
This study is an exploration of cooperative learning as a teaching stratégy to address the speciál educational needs (SEN) of students in the mainstream classroom. In India SEN is not recognized in the classrooms. Most commonly it remains unidentified and unattended. With the shift from speciál schools to inclusive schools like everywhere in the world the pressing need in India is to address SEN in the mainstream classrooms. This provides as a background and starting point for an investigation of cooperative learning as a teaching stratégy to address the SEN of students in mainstream classrooms. The study has investigation in the light ofrich literature in cooperative learning. This investigation was carried out in 4 inclusive primary schools and 2 primary speciál schools of the Czech Republic and the Netherlands. Qualitative approach involving interview, observation and data analysis was employed. The sample size included class teachers of students 9-10 and 11-12 years and SENCO ofthe schools. The findings indicate that cooperative learning is used as a teaching stratégy in the schools. It benefits all students in the mainstream classroom. It is one of the factors contributing in academic progress of students with SEN. Reading in the group has shown improvement in reading speed and reading comprehension....
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A Survey into Czech Teachers'Attitude towards Inclusive Education
Hui, Luo ; Strnadová, Iva (vedoucí práce) ; Šiška, Jan (oponent)
Teachers are considered the key elements in promoting inclusive education and their attitude toward inclusion may influence school learning environment and the availability of equal educational opportunities for all students. The survey was carried out in Prague, Czech Republic to examine teachers' attitude toward inclusive education and the sample comprised of 104 regular and speciál school teachers. The analysis of data confirmed findings of many previous studies on teacher attitude toward inclusion and revealed that Czech teachers generally hold positive attitude toward principles/concepts of inclusive education, but they have reservations or negative attitude toward inclusion of students with emotional/behavioral disorders and intellectual disabilities in regular classrooms. Moreover, Czech teachers are not satisfied with the training opportunities provided for their professional growth. They demonstrated lack of confidence in regular teachers' ability to meet the speciál education needs of students with disabilities. However, they felt optimistic about current level of collaboration among personnel and believe they have support from the authorities. They hold supportive attitude toward using differential instruction methods to meet the speciál education needs of students with disabilities. Implications...
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Seniorská problematika ve speciální pedagogice
Váchalová, Petra ; Hádková, Kateřina (vedoucí práce) ; Šiška, Jan (oponent)
Práce vychází z předpokladu, že péče o populaci seniorů bude v budoucnosti patřit také do speciální pedagogiky. Teoretická část práce je rozdělena do dvou hlavních témat. První obsahuje základní poznatky z gérontologie a další důležité informace, které by měl speciální pedagog o stáří znát, druhé téma se snaží nastínit možnosti práce speciálního pedagoga se seniory. Cílem praktické části je zmapovat postoj speciálně pedagogické akademické půdy k seniorům se zaměřením na to, zda běžní senioři budou, nebo nebudou patřit do oblasti působnosti speciální pedagogiky. Powered by TCPDF (www.tcpdf.org)
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Integrace dětí a mládeže s mentálním postižením v rámci volnočasových aktivit se zaměřením na skautský oddíl
Jeníkovská, Lenka ; Šiška, Jan (vedoucí práce) ; Strnadová, Iva (oponent)
Tématem této práce je integrace dětí s mentálním postižením ve volném čase, konkrétně začlenění do skautského oddílu. Cílem je ukázat jednu z možností trávení volného času dětí s postižením v prostředí intaktních vrstevníků. Teoretická část je věnována vymezení pojmů integrace a volný čas, jejich základním charakteristikám a přístupům. Další náplní této části je také krátké shrnutí problematiky mentální retardace se zaměřením na Downův syndrom a autismus vztahující se k uvedeným případům v praktické části. V empirické části jsou prezentovány výsledky orientačního dotazníkového průzkumu mezi skautskými vůdci týkající se přístupu k integraci, jejich zkušeností a praktických možností. Dále pak případová studie dvou skautských oddílů, do kterých jsou začleněny děti s mentálním postižením.Informace získané hlavně v praktické části by měly přispět ke zlepšení možností integrace dětí s postižením v době volného času.
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Různé úhly pohledu na narození dítěte s mentálním postižením
Havelková, Eva ; Šiška, Jan (vedoucí práce) ; Zemková, Jaroslava (oponent)
Svou diplomovou prací "Různé úhly pohledu na narození dítěte s mentálním postižením" navazuji na svou bakalářskou práci, kterou jsem psala na Evangelické teologické fakultě UK a ve které jsem se zabývala základními právy osob s mentálním postižením. Dotkla jsem se při tom problematiky práva na život. S rozvojem nových biotechnologií jako je umělé oplodnění, prenatální diagnostika, umělé přerušení těhotenství a genová terapie nabývá tato otázka na významu. Hovoří se také o právech matky. K těmto otázkám se již tradičně vyslovují lékaři či filosofové, teologové a také sociologové medicíny a lékařství. Měli by však o nich začít přemýšlet i speciální pedagogové a zúčastňovat se odborné diskuse na toto téma, neboť právě díky současným znalostem nejen o lidském genomu se speciální pedagogika jako obor dostává do nové etapy.1 Proto je cílem mé diplomové práce upozornit na tuto bioetickou oblast, která se speciální pedagogiky dotýká, na různé názorové postoje a možnosti, kde je možné působení speciálních pedagogů. Vycházím z historického pohledu, z postojů, které se formulovaly v naší historii a z toho, jak společnost přistupovala a přistupuje k postiženým jedincům. Práce speciálních pedagogů by v této oblasti měla být zaměřena nejen na samotné jedince s postižením a na rodiče, kteří se rozhodli si takto postižené...
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