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Home preparation of children with special educational needs in children's homes
BENDOVÁ, Eliška
The diploma thesis with the title Home preparation of children with special educational needs in a children's home deals with institutional education, the development of a school-age child, special educational needs, especially specific learning disorders and impaired communication skills and the possibilities of supporting these children. The practical part focuses on the qualitative research carried out in children's homes in the form of interviews with educators and children. The aim of the thesis is to comprehensively describe the issue of home preparation of children with specific learning disabilities and children with impaired communication skills living in a children's home.
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The ways of identification gifted student with dual exceptionality by the first degree of elementary school's teacher
Wagnerová, Lucie ; Kadrnožková, Monika (advisor) ; Marádová, Eva (referee)
This thesis deals with methods of identification of a gifted student with dual exceptionality by a teacher at the 1st grade of elementary school. The aim of the work is to find out what specific methods teachers use to identify students with dual exceptionality. Do they use available identification methods for educators, or do they have their own tested procedures for identifying this group of gifted students. The aim is also to find out how the cooperation between teachers and experts of the school counseling office takes place in the identification of twice exceptional pupils. The theoretical part contains the characteristics of basic concepts such as giftedness, dual exceptionality, identification, methods of identification, specific learning disorders. Giftedness can occur with different types of handicaps, this thesis focuses on the combination of giftedness with specific learning disabilities that appears most often in the schools (participating in the research). That is the reason why specific learning disabilities are described in the theoretical part. Further there are introduced the basic types of pedagogical identification methods and some types of psychological tests for identifying the mental abilities of the pupill. The empirical part is solved by the case study method. The subject of...
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Individuals with dyslexia in adolescence and adulthood and their perspective on life with a specific reading disorder
Krejčí, Sabina ; Bartoňová, Miroslava (advisor) ; Kotvová, Miroslava (referee)
The diploma thesis is devoted to individuals with dyslexia in adolescent and adult age, their perspective on their life with a specific reading disorder. Specifically, it maps the manifestations of dyslexia in the context of personal and working life. The theoretical part of the thesis is devoted to the terminology related to specific learning disorders, the etiology and also the diagnosis of learning disorders. In the next part, the thesis deals with a specific area of specific learning disorders, namely dyslexia - a specific reading disorder. A large space in this thesis is devoted to dyslexia in individuals in adolescent and adult age. Furthermore, the employment of persons with dyslexia and also the personality traits that appear in individuals with a specific reading disorder. Considerable space in the theoretical part of this diploma thesis is devoted to a group of individuals with a double exception, thus persons with dyslexia, who also simultaneously show a certain talent in areas where difficulties related to dyslexia are not manifested. An essential part of the thesis is the results of the research investigation. The research was carried out using a combination of a questionnaire survey and a semi-structured interview. The questionnaire survey was conducted using an online questionnaire,...
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Intervention approaches for pupils in primary school with specific learning disabilities
Šuláková, Lena ; Kotvová, Miroslava (advisor) ; Bartoňová, Miroslava (referee)
The thesis deals with the definition of intervention provided to pupils with specific learning disabilities in primary school. The theoretical part of the thesis deals with the most frequent specific learning disabilities, the characteristics of the younger school age and intervention approaches in primary schools for pupils with specific learning disabilities. The last chapter of the thesis is also the research part, focusing on gathering information regarding intervention for pupils with specific learning needs, their progress within the educational process and information sharing among teachers in the selected primary school. KEYWORDS Dysgraphia, dyscalculia, dyslexia, dysorthography, intervention, special pedagogue, special educational needs, specific learning disabilities
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Studenti učitelství s poruchou učení
Najkerová, Dana
This bachelor thesis focuses on the subject of difficulties with specific learning disabilities. The goal is to find out the opinions on teachers with learning disabilities. Thesis is divided into two parts. The theoretical part focuses on the definition of specific learning disabilities and it´s division, expression and opportunities of education for children, adolescents and adults. A fundamental thing here is the chapter on specific learning disabilities at university, where the problems and possible reeducation at university are described. The goal of the practical part is to find out the opinions of students, who studies teaching, on teachers with learning disabilities. For the survey I apply quantitative research – query methods – questionnaire method. The respondents of the survey are university students of teaching education. The results are evaluated using descriptive statistics.
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Development of language levels in children in kindergarten as a prevention of learning disabilities
KRCHŇAVÁ, Natálie
This bachelor thesis is focused on the development of children's speech within all language levels as the prevention of learning disabilities. The aim is to point out the keystone of the development of children´s speech before attending school. Here, it was created the educational material for preschool children which support the language levels and decline in the risks of specific learning disabilities. Moreover, it contributes to the interest of children in written and spoken forms of speech. The theoretical premises are the general characterisation of preschool age and the development of speech with respect to the Framework Educational Programme for Preschool Education. The four language levels (phonetical-phonologic, lexical-semantic, morphological-syntactic, and pragmatic), their defining and ontogenesis, are presented in this thesis. Finally, the specific learning disabilities that relate to the development of speech and language levels, are presented in the last chapter of the theoretical part. The practical part is consisted of the methodology material, which is divided into three thematic units. The thematic units were proven in a kindergarten and they were evaluated subsequently. Methods of the group interviews, indirect and participant observations were used for the evaluation. Each thematic unit is supplemented by results, risks, and recommendations. The practical part is supplemented by an enquiry of the phonetical-phonologic language level, which is the most accented level in the kindergarten.
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The issue of specific learning disabilities of children from the parent´s point of view
TÍKOVÁ, Tereza
The bachelor thesis is focused on specific learning disabilities in children, while the topic is being observed from the parents´ perspective. Research attention is focused mainly on how domestic preparation takes place and what parents during school preparation with an SLD child go through. The process of domestic preparation during covid pandemic is a complementary area of interest together with what parents feel and what is difficult for them in such a new and difficult situation. The practical part is devoted to qualitative research and an in-depth, semi-structured internview is used as the main method. The practical part consists of four case studies using which the reality of the process of domestic preparation with a child suffering from a specific learning disability as well as how the parents feel is described.
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Self-concept of pupils with specific learning disabilities at the 2nd level of primary school
PETERKOVÁ, Klára
The aim of the bachelor thesis' research was to find out and describe the level of a self-concept of primary school pupils with specific learning disabilities, what influences their self-concept and what contributes to a positive self-concept and a subsequent design of an appropriate educational approach to pupils with specific learning disabilities in terms of optimizing their mental development. The bachelor thesis is divided into two parts, the theoretical and the research part. The theoretical part defines the basic characteristics of individual learning disabilities, the etiology and the consequences of specific learning disabilities. A separate chapter deals with a legislative definition of the education of pupils with special needs. Furthermore, the basic terminology from developmental psychology concerning the personality of an older school age pupil is described. The last chapter of the theoretical part explains the term self-concept and mentions partial areas of this phenomenon. The research part provides a description of the research design and describes the individual research methods. A triangulation approach which combines the method of observation, document analysis and semi-structured interview was chosen. The chapter 9 and its subchapters describe and analyse the results of a research survey that was carried out during the school year 2019/2020. The discussion and the conclusion of the work summarize, on the bases of the results obtained from the research part, the fulfilment of the aim of the work and provide answers to the stated research questions. Based on the results of the research survey, it was found that a specific disorder plays a very important role in the self-concept of primary school pupils, affecting a number of key aspects to a healthy self-concept. Pupils are usually insufficiently informed about their problems.
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