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Positives and negatives of integration of pupils with mental disabilities in the 1st level of primary school
 PIPKOVÁ, Edita
This bachelor thesis focuses on pros and cons of integration of primary school pupils with light mental disability. It intends to find special pedagogical methods in special primary schools and the educational mainstream. In the theoretical part I pursue light and medium mental retardation, its aetiology and classification. I also address the system of education, especially education of pupils with mental disability. In the practical part of this thesis, I examine special pedagogical methods through the use of quantitative research. I focus on three integrated pupils with mental disability from South Bohemian primary schools and special primary schools in České Budějovice and Třeboň. I collected the data through structured interviews with teachers and teacher assistents from primary schools and special primary schools. As an additional method, I also gathered information through observation. The results of this research show that such special pedagogical methods are provided to pupils with special educational needs to ensure their successful integration and education. Special methods are used individually and specified according to the degree of retardation. These methods are almost identical among different special primary schools. Special pedagogical methods are the pillars of successful education of pupils with mental retardation.
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