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What are the Factors influencing successful inclusion of deaf Children?
Isaac, Rebecca ; Strnadová, Iva (advisor) ; Šiška, Jan (referee)
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 (advisor) ; Strnadová, Iva (referee)
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 (advisor) ; Šiška, Jan (referee)
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 (advisor) ; Šiška, Jan (referee)
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 (advisor) ; Strnadová, Iva (referee)
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 (advisor) ; Šiška, Jan (referee)
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 (advisor) ; Šiška, Jan (referee)
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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Care of senior in special education
Váchalová, Petra ; Hádková, Kateřina (advisor) ; Šiška, Jan (referee)
The work is based on the presumption that the care of intact senior population will become part of special education. The theoretical part of the work is divided into two main themes: the first contains basic facts on gerontology and other important information on seniors that a special educationalist working in this field should know; the second theme presents possibilities for their work. The practical part focuses on analyzing the approach of academical fields towards the integration of senior care in special education. Powered by TCPDF (www.tcpdf.org)
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Integration of Children and Youth with Mental Disabilities within the framework of Free-time Activities with a special view to the Scouting Movement
Jeníkovská, Lenka ; Šiška, Jan (advisor) ; Strnadová, Iva (referee)
Thema of this thesis is integration of childrens with mental handicap into their leisure time. Especially it is focused to their integration into the scout group. The goal is to show one of the possibilities how childrens with mental handicap can spent their leisure time in the environment of intact peers. In theoretical section is definition of terms like integration and leisure time, their basic description and approach. In following section is short summary of question about mental retardation. It is focused on Down syndrom and autism. These questions are related to cases in practical section. Empirie section is presenting results of survey which was applied to scout leaders. This survey is about approach to integration, their experiences and practical options. Thesis continue with case study of two scout departments where were implemented two childrens with mental handicap. Information, especially from practical section, should help to improve possibilities of integration childrens with handicap into their leisure time.
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Different Points of View on Children Born with Mental Disabilities
Havelková, Eva ; Šiška, Jan (advisor) ; Zemková, Jaroslava (referee)
My diploma work called "Various aspects on a birth of mental disabled child" ties together with my bachelor work, which I wrote at Evangelic Theological Faculty at Charles Univerzity. In this bachelor work I was interested in the basical rights of mental disabled people. I taught the topic of a right to live. The meaning of this question grows with the developement of new biotechnology as an artificial insemination, an antenatal diagnostics, a miscarriage and a gene therapy. The other important question talks about the mother rights. These questions traditonally pronounce physicians, philosophers, theologians and sociologists of medicine. However special pedagogues should as well think about and participate in discussions about this topic. Special education comes to the new period with currently knowledges of not only human genome. That is why I target the bioethic sphere, different opinions and possibilities of special pedagogue's treating. in my diploma work, because bioethic spere touch the special education. I come out from historical point of view, from attitudes formulated in our history and from society attitudes to disabled individuals. The work of special pedagogues in this area should focus at disabled people and their parents who decided to take care of the child and at people who are just...
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