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Student with a Specific Learning Disorder - Undertaking Studies at a University
ŠTÁHLICHOVÁ, Klára
Master's thesis on the topic Student with a Specific Learning Disorder-Undertaking Studies at a University is of a theoretical-empirical nature. The aim of the theoretical part of the thesis is to introduce the problematics of specific learning disorders in the context of adolescence and early adulthood. There is also a focus on tertiary education. The empirical part of the thesis the evolves around finding factors which determine the success in finalizing the studies of individuals with specific learning disorders at universities. This work is part of a research project GA JU.
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Academic development of students with learning disability at the Faculty of Science at USB
BOHÁČOVÁ, Lucie
The Master's thesis focuses on the academic development of students with specific learning disorder studying at the Faculty of Sciences at the University of South Bohemia. In particular, the thesis discusses the analysis of individual BA study programmes, where difficulty of the studies and the amount of workload are observed. The conclusions drawn from the thesis will be further utilised in a more general research project conducted by "GA JU". The first part of the thesis presents the theoretical background to specific learning disorders (henceforth "SPU"), their categorisation, symptoms, diagnosis and re-education. Emphasis is pit on their manifestations and diagnosis not only in childhood, but also in the high-school and university environment at the time of adolescence. Furthermore, attention deficit hyperactivity disorder (ADHD) is discussed, also including manifestation in adulthood. The author further analyses university education in the Czech Republic with emphasis on the University of South Bohemia (henceforth "JU"), its history and individual faculties. The empirical part of the thesis is devoted to the analysis of BA study programmes offered by the Faculty of Sciences. The analysis focuses on compulsory as well as restricted elective subjects included in individual study programmes. The attached tables present the amount of credit exams and Zk+ (both credit and an exam) and the requirements necessary to pass the subjects in individual semesters throughout all years. It is from these requirements that the assigned workload is derived, which is then compared to the theoretical knowledge and needs of the students suffering from a specific learning disorder that affects them during their university studies.
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Work self-efficacy among teacher students and teachers with a specific learning disability
Lipčáková, Iveta ; Kucharská, Anna (advisor) ; Kučerová, Olga (referee)
This diploma thesis deals with the topic of self-esteem and self-efficacy among adults who suffer from a specific learning disability. The aim of the research was to find out how a specific learning disability affects the practice of teaching and work self-efficacy of teachers. Based on a research of studies that have been published, a semi-structured interview was prepared and conducted with university students of education and teachers with a specific learning disability. The Ohio Teacher Efficacy Scale (OSTES) questionnaire was also used as an additional method for measuring teachers' work self- efficacy. The results of the research revealed specific difficulties that the respondents faced during their studies at the university. In addition to the ways in which a specific learning disability can limit practice of teaching, the research findings also suggested the positive benefits of the disability. It was found that the respondents have a relatively high work self-efficacy. The research also described the various negative experiences related to the specific learning disability that the respondents encountered during their lifetime. Despite these experiences, the respondents expressed a positive general self-concept.
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Possibilities of acquiring of reading with comprehension in children with specific language impairment
Vopavová, Natálie ; Horynová, Jana (advisor) ; Klenková, Jiřina (referee)
The topic of the thesis is the development of the reading comprehension in children with specific language impairment and its possibilities. For the purposes of this thesis, worksheets were created through which the development of the area could be implemented. The diploma thesis is divided into four chapters. Three chapters represent the theoretical part, the fourth chapter is empirical. In the first theoretical chapter, knowledge about specific language impairment (causes, symptomatology, diagnosis and therapy) is written. Similarly, specific learning disabilities are described in the second chapter. The third theoretical chapter approaches the issue of reading comprehension development. It is focused on the development of pre-reading literacy, the possibility of teaching initial reading and writing, and the development of functional literacy. The fourth empirical part of the thesis presents a qualitative research investigation, which was carried out using case studies and semi-structured interviews with teachers. At the end of the practical part, the results of the research investigation are summarized and recommendations for working with the created worksheets are presented.
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Support tools in education - The impact of increasing of the time allowance on the performance of pupils with specific learning disabilities
Frombergerová, Anna ; Pavlas Martanová, Veronika (advisor) ; Vítečková, Miluše (referee) ; Špačková, Klára (referee)
The dissertation focuses on the analysis of support measures in the education of pupils with special educational needs. The main area of the study is to increase the time allowance for the work of pupils with specific learning disabilities, which is one of the most frequently chosen forms of support for these pupils. After presenting the theoretical basis of the study, the research itself is presented. The research is a quantitative analysis of the performance of 9th grade elementary school students. The research group included pupils with SPU (N = 31) and intact pupils (N = 188). The students worked on the I-S-T 2000 R Intelligence Structure Test and their performance was statistically processed. Pupils with SPU had 25% more of time for work available than intact pupils, but they were also evaluated in basic time. We worked with their performance in the form of gross scores (that is correctly filled in items), the gross scores were not converted into intelligence quotients. Statistically significant results were found in the following areas. Pupils with SPU performed statistically significantly better within their group in all evaluated scales and subtests if they worked with increasing time (than in basic time). When we are evaluating the difference between pupils with SPU and an intact group of...
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Support for pupils with specific learning disabilities at the 2nd level of a selected primary school
Součková, Kateřina ; Bartoňová, Miroslava (advisor) ; Hádková, Kateřina (referee)
The thesis focuses on the identification of support for pupils with specific learning disabilities at a selected elementary school. The theoretical chapters are focused on defining the terms of specific learning disabilities, their aetiology, defining individual types of learning disabilities, their diagnoses and the possibilities of their re-education and intervention. It also deals with the system of education and legislation in the Czech Republic, basic education with the framework educational programme for basic education, the counselling system in schools and school counselling facilities. It focuses on the personality of a pupil with SLD, their education and types of learning preferences. The thesis presents a research investigation focused on the implementation of support for pupils with SLD, which was carried out at an elementary school for pupils with specific learning disabilities using semi-structured interviews, observations and a questionnaire survey. At the end of the thesis, partial research questions concerning the support and motivation of pupils with SLD at a selected elementary school are answered. KEY WORDS specific learning disabilities, school special educator, supporting measures, education, counselling system, special educational methods
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The reintroduction of elementary school children with specific learning disabilities to a traditional classroom after distance education: teacher and parent point of view
Jílková, Anna ; Kotlík, Kamil (advisor) ; Křivánková, Markéta (referee)
The Abstract Title: The reintroduction of children with specific learning disabilities to a traditional classroom in primary schools after distance education: teacher and parent point of view Objectives: The main goal of this thesis is to evaluate the effectiveness of remote education, focusing particularlyon specialized primary school students diagnosed with a specific learning disability. Methods: Two Google forms were created specifically for the purposes of the thesis analysis. Surveyed schools were selected using an internet search of category for students with special learning needs. Produced questionnaire was targeted at the selected specialized schools' teachers and the legal guardians of their special-needs students. Majority of the used questionnaire consisted of closed-ended questions. Results: The obtained data lead to the conclusion that both teachers and students handled the transition to a distance education, generally taking the form of online learning, appropriately. Most of the surveyed students managed to maintain the same learning skills. Only one fifth of the student respondents admitted to being physically active less than once per week. Keywords: Distance education, specific learning disabilities, practical primary school, return, epidemic
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