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The integration of foreign pupils into the education system of the Czech Republic
MOJŽÍŠ, Milan
The bachelor thesis deals with the process of integration of pupils of Vietnamese and Ukranian nationalities into the Czech educational system. It describes its legislative regulations, specifies the terminology related to integration and it also outlines the cultural diversity of Ukranian and Vietnamese nationalities. The practical part deals with the integration process of foreign pupils at selected primary school with the use of case studies.
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The Social Services For The Visualy Impaired People
HOLZINGER, Jiří
The thesis is divided into two parts: theoretical and practical one. The theory of the thesis deals with the following topics: The first important topics include the definition and classification of visual impairment. In the chapter entitled Social integration the terms integration and inclusion are defined, the acceptance of a disadvantage person by the family is discussed, but also compensation by other senses, especially touch and hearing, the nature of which is essential to the life of a visually impaired person, is described. Next, the integration is divided in terms of personal and social integration, but also in terms of the following models: environmental, medical, anthropological and social pathological. The topic of social rehabilitation of the visually impaired is focused on objectives, principles and programs of social rehabilitation. The programs of social rehabilitation include the Program for overcoming the information deficit and Programs for the development of independence. The subject of social services is concentrated on the definition of social services, as well as on other information, including more facts about competences and requirements for a social worker, social services under the Act 108/2006 Coll. The next section is focused on the non-profit sector, fundraising opportunities and organizations providing services and retraining for visually impaired users. In the last section volunteering is defined and it is also mentioned who can perform this activity and the demanded character of a volunteer and his coordinator.
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Waldorf education - alternative primary education for children with special needs?
URBANOVÁ, Kateřina
This Bachelor´s thesis is called "Waldorf school system alternative to primary education for children with special needs?" Theoretical part of this work focuses on three main terms already mentioned in the above title of my Bachelor´s work definition of the term children with special educational needs in accordance with the Education Law and its implementing regulation no.73/2005 Coll., primary education and Waldorf school system. In addition, I also mention school curriculum framework, individual schooling programme and terms integration and inclusion. Practical part of my Bachelor´s thesis tries to find out whether Waldorf school can act as the alternative for pupils with special educational needs. Waldorf school system is patterned on anthroposophy founded by Rudolph Steiner. The philosophy is based on paying attention to child´s evolutional phases, their development of relations to the world, transformations and abilities to learn. The base of the whole Waldorf school system deals with alternation the school curriculum to suit the needs and gradual development of child´s capabilities. Waldorf pedagogy sees upbringing as the evolutionary process in which subjects are implemented during specific phases of the child´s personality development. Currently, there are twelve Waldorf schools in the Czech Republic. Practical part contains results of the research which covers two research questions. The first research question focuses on positive and negative points of Waldorf school system and the second research question finds out which factors influence the parents´ decision in choosing a basic school. Qualitative research was carried out by the methods of questioning and half-standard interviews. The interview covered ten basic questions. Six of them were the same for all participants, two of them were aimed at mothers of ordinary basic school pupils and the last ones were aimed at mothers of Waldorf school pupils. Research sample included three mothers of pupils with special educational needs from ordinary basic schools, two mothers of pupils with special educational needs from Waldorf school, one mother of a pupil without special educational needs from Waldorf school, the Waldorf school headmaster and the Practical Waldorf school headmistress. Waldorf schools in České Budějovice and Písek were inquired to provide me with contacts to parents; unfortunately, none of the addressed parents contacted me. The research sample was therefore made of mediated contacts. The research showed results of both research questions. The second research question dealt with determinative factors for choice of the basic school and the research shows that parents´ most deciding factors include accessibility from the place of residence and previous experience with the school such as the older sibling´ s experience. The reason for a different choice or a change of school is dissatisfaction with the attended school and the whole classical educational system. Parents of pupils with special educational needs often decide only whether they choose either an ordinary school or a special schools´ network. Lack of information about alternative schools in the Czech Republic rules out the choice within more possibilities. Provided that the parents search for alternative educational possibility, they have to look up the information themselves. The first research question results are not as obvious as the second research question ones. Predomination of positives or negatives in Waldorf school system cannot be stated unambiguously. Waldorf school system has definitely both positive and negative points as anything else and every parent ought to consider the importance of the positive and the negative points for themselves. One respondent claimed during the interview: "Waldorf school is for every child, but not for every parent."
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Art therapy for children with special educational needs
MALINOVÁ, Jana
The Bachelor thesis deals with the possibility of eliminating difficulties of mentioned group of children by means of artetherapeutic methods and techniques. The theoretical part defines the term specific educational need and describes and specifies some groups of children who belong to pupils with educational specific needs. It is concerned with pupils with specific learning disabilities and pupils with behavioural difficulties. The shortlist is chosen with regard to how these children work in classrooms. The practical part of the thesis is composed by two case studies. They contain the analysis of upper primary school children's art production of the girl with specific learning disability based on her physical handicap and the girl with behavioural difficulties caused by her emotional deprivation. The aim of this Bachelor thesis is to find typical features of these children's art production and observe changes in their production.
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Roma school children in primary and primary practical schools - reasons for the differences in the education
STROPNICKÁ, Kristýna
This bachelor thesis concern the problems involved in educating Roma children. Specifically, the goal of this study is to point out the effect that social order of the Roma family has on the quality and equal opportunities in the education their children receive in the town of Vimperk. The theoretical part of this paper will explore the development of the social and cultural life of the Roma minority and their subsequent social order in the Czech Republic. For my theoretical position, I have chosen the work of Pavel Barša, whose theory concludes that there are three major reasons responsible for Roma exclusion: socioeconomic, cultural and political. I will attempt to describe the social and economic situation of Roma families generally and analyse the social consequences economic, cultural and political exclusion has on the Roma minority nationally and, on the Vimperk society. Additionally, I will attempt to describe the Roma community´s traditional idea of education and specifically, the education of their children. The analytical part of the paper will study the reasons given why some children in Vimperk are educated in the primary school while others are placed in the primary practical sector. With the help of questionnaires and face-to-face interviews, I will try to determine the reasons for the differences in the education of Roma children.
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Inclusive education in kindergartens.
MLEJNKOVÁ, Jana
The theme of my Bachelor thesis deals with situation of inclusive education in the common kindergartens. In the theoretical part I deal with explanation of meaning of terms integration, inclusion and inclusive education. I also deal with age bracket of children in preschool age and their upbringing and education. The conclusion of the theoretical part is dedicated to the situation of inclusive education in our republic according to the accessible sources. The practical part points at Pilsen region. In the practical part I determined main goal to find attitudes of pedagogical workers and founders of kindergartens towards inclusive education. The partial goals were: find the attitude of teachers of kindergartens towards integration and inclusive education, then the deeper insight to attitudes of teachers who have already had a child with disability in their class during their practice. For the completion of the whole situation I also find out the attitudes of headmasters and founders of kindergartens towards this issue.
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The quality of life of children suffering with spinal muscular atrophy
KOČOVÁ, Helena
The scope of this dissertation focuses on issues related to the quality of life of children suffering with spinal muscular atrophy (SMA) and their carers and the associated social impact on families affected by this progressive and incurable disease. It describes ethical aspects of help to families with SMA and serious decisions in relation to the need to connect to artificial ventilation. Spinal Muscular Atrophy - SMA is a motoneuron disease i.e. disease of neurons, which are responsible for conscious movements of muscles e.g. running, head movement and swallowing. The prevalence is approximately 1 newborn for 6000 live births and approximately 1 person of 40 people is the carrier of the disease. SMA affects all the bone muscles i.e. proximal muscles are often affected the most. Everyone affected is in some point in life, depending on stage and type, reliant on mechanical or electrical wheelchair, in many cases also on artificial ventilation and permanent 24hr care. Families affected by this illness accept the fact of this progressive and incurable illness differently, this dissertation reflects upon such different perceptions on quality of life of the affected children, the carers. It forms a contribution in building a foundation for organising multi-discipline teams of experts with sole purpose of therapeutical interventions, to support the child and his/hers family. The World Health Organization (WHO) defines palliative care as "improving quality of life of patients facing life-threatening illnesses, and their families, through the prevention and relief of suffering by early identification and treatment of pain and other problems, whether physical, psychological, social or spiritual." Palliative care prepares families for these situations and should be provided along with whatever treatment options families choose. This dissertation is a comprehensive information base to support children affected by SMA and their families in early care in Czech Republic and in the process of inclusive educational integration into mainstream society.
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The qualitative research of the establish a relationship strategies and the rejection of others for preschool children in a nursery school.
NÁPRAVNÍKOVÁ, Jana
The main aim of this bachelor´s thesis is to find how children of preschool age are or are not able to build the friendship. The theoretic part is focused on the explanation of a term ?personality? and on developmental theories which are somehow connected with children (Sigmund Freud, Jean Piaget and Erik Erikson). After the explanation of key terms of these theories, we can find there chapters concerning verbal and non-verbal communication. Then it is focused on social interaction which is an integral part of interpersonal relationships. Attention is also paid to emotional and interpersonal intelligence and social inclusion and exclusion are explained there as well. Methodological part clarifies what research methods are used in this piece of work. The results of the observation are summarized in practical part. The aim of this observation was to find reasons why children are not able to integrate into a group. The method of observation and interviews were used in this part of work. Colleague and parents of children provide additional information.
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The integration of disabled pupils in primary education at primary schools in the districts České Budějovice and Prachatice
NĚMCOVÁ, Hana
Thesis topic deals with the integration of disabled pupils in primary education at primary schools in the districts of České Budějovice and Prachatice. The theoretical part of the thesis deals with fundamental concepts of the integration, legislation and the factors and resources which affect success of the integration process. The main aim of the practical part of the thesis was to find out if the primary schools from the research sample are ready to integrate students with disabilities. The objective was to determine what are the attitudes of teachers towards the integration. I set three research questions to meet the main aim. The first research question is concerned with how the schools are ready to integrate students with disabilities, or whether the schools removed architectural barriers and were built for wheelchair access. The second research question is concerned with the experience of primary schools with the integration of students with disabilities. The third research question examines the opinions of teachers on inclusion. The qualitative research strategy was used in this thesis. 22 elementary schools were addressed and 8 schools were willing to participate in the research. The research was conducted through structured interviews with school headmasters or their representatives, classroom teachers and educational consultants. It depended on who I was asked to interview in a particular school. In schools where pupils with disabilities are not integrated the awareness of teachers about the integration process was investigated. At schools where they currently integrate students with disabilities their experiences were examined. The research showed that 7 schools out of 8 have some experience with integration of disabled pupils. 3 schools integrate the students with disabilities, and 2 out of these 3 do that at elementary school level. None of the schools, which currently do not educate any disabled student is not ready to integrate pupils with this type of disability. The architectural barriers are not removed. When it comes to the awareness of the process of integration of students with disabilities, the research showed that the awareness of teachers of this issue is not sufficient. Schools which already have experience with the integration of students with disabilities at the first stage (elementary school), evaluate financing integration as insufficient. Both schools use the possibility of cooperation with special educational centres and educational conditions for these pupils had been adjusted. Both schools use some supportive measures. Pupils are taught according to their individual education plans. The schools provided the teaching assistant and bought educational and assistive devices for them. In one of these two schools there are 3 children with physical disabilities educated in the first instance. The teachers do not reject the idea of inclusion. Some, however, are aware of the limits of the integration process and therefore they find the concept of the current educational system satisfactory. In the Czech Republic the school integration is supported by legislation. Efforts to include students with special educational needs into mainstream education have been appearing for more than ten years. Despite this, in daily life the schools still struggle with a lack of financial support and other practical difficulties.
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Possible Limits of Inclusive Education for Children, Pupils and Students with Medical Disability in České Budějovice.
NOŽINOVÁ, Kateřina
The bachelor thesis deals with the possible limits of inclusive education of children , pupils and students in České Budějovice who are physically disabled. In the theoretical part I define terms such as inclusion, integration and inclusive education also from the legislative point of view and I characterise the means of special pedagogical support. Next I dedicate to etiology and classification of a physical handicap. In the practical part I set a goal to specify the advantages or possible disadvantages of inclusive education of children, pupils and students with physical handicap in České Budějovice. I chose qualitative type of research and the technique of controlled dialogues. I adressed three nursery, elementary and high schools where a disabled pupil is individually integrated. In every school I also spoke to the head teacher and a teacher and I asked them different questions. In the research I found out that most of the adressed head teachers had enough information about inclusive education, some schools are even joined in the project of inclusive education support. For the head teachers the advantages of inclusive education are seen in integration into everyday classes, cooperation and communication with other classmates. The main disadvantage is lack of financial resources and insufficient conditions for inclusive education. From the teachers´ point of view integration is perceived positively although it is quite hard work for them and assistents. Most teachers do not agree with integration of a pupil with serious handicap. All teachers and head teachers agree that integration is dependent on conditions and possibilities of every school.
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