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Approaches to the development of communication skills of children of the younger school-age
Přibylová, Šárka ; Komorná, Marie (advisor) ; Kotvová, Miroslava (referee)
The diploma thesis deals with the communication skills of children of the younger school- age in a common primary school. In this thesis, expressive and receptive components of speech are monitored and the progress in both of them written down. The theoretical part focuses on "communication" in general and on the definition of related terms as well. An "impaired communication ability" is also described and its individual types are elaborated in detail. For each type, the thesis states description of symptoms, diagnosis and prevention. Last but not least, the theoretical part deals with the education of children with special educational needs. The diploma thesis also covers and explains terms that are connected to this topic as well as explains support measures or aids. The research part, using mixed research (qualitative and quantitative), focuses on children of the younger school-age attending a common primary school. The specifics that occur in the communication skills of these children are observed as well as their progress in particular exercises. The survey is carried out in two phases with a time gap of 4 months in order to enable monitoring of prospective progress. The results of a survey are presented both qualitatively and quantitatively. The quantitative form records how many pupils have...
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Influence school legislation from 2016 to process Primary School Práčská
Gregarová, Jana ; Pařízek, Michal (advisor) ; Ortová, Marie (referee)
This bachelor work deals with problematics of Czech modern education. It describes a new scholastic legislation and its influence on the operation of a primary school, established along §16 par. 9 Education Act. This work acquaints with history and development of special education. It work highlights an important role of school advisory institutions, which have a fundamental importance for assessment of support measures and placing pupils to educational institutions. The bachelor work describes the most common diagnoses of pupils with special educational needs and the most important points of the current scholastic legislation. The practical part of the bachelor work introduces the primary school Práčská, on which the research was made. I used a method of document analysis, for which was used a technique of long-term report, and a method of qualitative research with a technique of semi-structured interview. The final part of this work is dedicated to evaluation of the new scholastic legislation's influence and its impact on the primary school Práčská.
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Primary or lower secondary school teachers' perception of inclusive education
MALÁ, Tereza
This thesis deals with the topic of inclusion and perception of inclusive education by teachers at primary schools. The aim is to explore opinions, attitudes of teachers, their experience and experience in relation to inclusive education, which has been implemented in the Czech Republic since 1st September 2016. The theoretical part describes the history and current concept of inclusive education on the basis of school documents, so far elaborated expert studies and other specialised literature. The theoretical part also introduces pupils with special educational needs. There is also a chapter devoted to school assistants. The practical part introduces the description and evaluation of the research. The research is carried out by means of a qualitative survey approach, namely using the method of semi-structured interviews with teachers from the 1st and 2nd grade of primary schools. Subsequently, the content analysis of the data is used and the interviews are transcribed and analysed so that they can be evaluated and the results processed. Results are compared in steps. n the discussion there will be a comparison of my acquired knowledge and knowledge of Czech experts and also the influence of teachers having a special pedagogy degree working with pupils who have special educational needs. Finally, there is an interview with a teacher who works in a special school as a representative of a different view of inclusive education.
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Perceived professional competencies for inclusive physical education from the view of elementary school teachers in Prague
Nováková, Eva ; Daďová, Klára (advisor) ; Strnad, Pavel (referee)
Title: Perceived professional competencies for inclusive physical education from the view of elementary school teachers in Prague Objectives: The main aim of the thesis is to describe perceived competences of teachers in the professional fulfilment of the very essence of physical education (PE) in inclusive classes. The challenge is also to point out the barriers they face that prevent the safe and high-quality routing of PE in inclusive classes. At the same time, the intention is to outline the possibilities for systemic improvements. Methodology: 12 teachers (women, mean age = 45 years) from 6 primary schools involved in the Movement for Inclusion project participated in the study. The research used a qualitative methodology in the form of a structured interview, which had an hourly subsidy and was conducted directly at the primary school. Results: None of the respondents had a specialized course on the issue of inclusive PE until the beginning of the project. Most of them would be interested in such further education. Educators draw the most information from books and websites. Their opinion on inclusion is of interest - 67% consider school inclusion to be appropriate, a quarter of teachers disagree with inclusion and 8% have not expressed an opinion. The interview showed that teachers perceive...
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Integration of ADHD children in preschool age
HRDLIČKOVÁ, Lucie
ADHD Syndrome represents an attention disorder linked to hyperactivity taking shape since early childhood. The main aim is a description of the ADHD syndrome in children at pre-school age, and identification of whether it is or is not beneficial. One main research question is posed: Is integration of children with ADHD at pre-school age beneficial? Further, three other partial questions are posed: Is integration with the suport of a teaching assistant beneficial to the student? Is integration of children with ADHD beneficial to their classmates? Are teachers working with children informed enough about ADHD? The practical part of this bachelor thesis is processed using qualitative research method together with a group of teaching assistants having experience educating children with ADHD syndrome, implemented via the technique of a semi-structured interview. The first part of interviews is focused on the general data about informants. The second part is focused on the benefits of integrating children with ADHD at pre-school age. Questions in the third part are related to the benefits of integration of children with ADHD with the support of a teaching assistant. The fourth part of the interview is oriented toward the benefits of ADHD child integration for other students, and the last part is focused on teachers´ awareness about ADHD syndrome. Interviews are analysed and synthesised. The thesis reaches the following finding: the benefits of integrating children with ADHD cannot be unequivocally evaluated, while the benefits of integration with teaching assistant support can be evaluated as unequivocally positive. Integration benefits for classmates cannot be unequivocally evaluated. Further, the thesis finds out that teachers are not informed enough about ADHD syndrome.
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Inclusive education from the teacher´s point of view
KOUBOVÁ, Gabriela
The bachelor thesis deals with inclusive education from the teacher's point of view. In the theoretical part, it is described the development of education - from the time of separation when students with any defect or problem segregate from others, to the concept of inclusion which tries to overcome this concept and turns it all. In particular, inclusive education is based on the idea of joint learning and inclusion. This is linked to the theme of individual plan, support measures, etc. In the practical part, a number of research questions are asked in the quantitative survey focusing on how teachers perceive inclusiveness in schools, its aspects and whether they are prepared with this concept work.
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Interventions of assistant teacher in the proces of inclusive education in primary school
Čejdová, Aneta ; Hájková, Vanda (advisor) ; Němec, Zbyněk (referee)
The diploma thesis deals with the work of teaching assistant working with pupils with disabilities at the common primary school. Within the framework of the inclusive education the number of pupils with disabilities is increasing and in the result increase also the teaching assistent in the primary school. Work with teaching assistant is in the beginning for many schools but there are still various problems. This topic is relevant today and it is discussed in both academic field and general public. The aim of this diploma thesis is to define the work of the teaching assistants at the primary school and the partial aim is to find out how the teaching assistants perceive their profession or what they would change. To meet these goals, qualitative research methods were used, especially semi-structured interviews together with the information from the respondent's demographic survey. The interviews were processed using note- based coding and for obtained data analytical induction was used. The result of the research is an overview of the activities of the assistant teacher and teamwork of teachers and other professional staff. The obtained data show that teachers' assistants still work mainly with assigned pupils (pupils with SEN) and do not give the teacher enough space to work with these pupils...
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