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National Repository of Grey Literature 2 records found  Search took 0.01 seconds. 
Understanding of Problem of Dyslexy Through Drama
 Stocková, Jana ; Svobodová, Radmila (advisor) ; Holemá, Irena (referee)
The diploma thesis consists of practical and theoretical part. It is focused on an issue of dyslexia and its understanding through structured drama. The theoretical part contains three sections. The first section deals with drama education, the second section covers structured drama and the third section is focused on dyslexia itself. The part concerning drama education is subdivided into three chapters demonstrating drama education in general, the subject itself and its forms. The part focused on structured drama is divided into five chapters that define structured drama in general and its subsequent implementation in education together with its structures, techniques and planning. The part dealing with dyslexia includes five chapters as well. The first chapter explains the term dyslexia. The next chapters demonstrate its symptoms, diagnosis and re- education, specific learning disabilities and relationships between dyslectic pupils and their family, school and classmates. The practical part contains a lesson of structured drama with reflections and perceptions collected during drama implementation.
Detailed record
Understanding of Problem of Dyslexy Through Drama
 Stocková, Jana ; Svobodová, Radmila (advisor) ; Holemá, Irena (referee)
The diploma thesis consists of practical and theoretical part. It is focused on an issue of dyslexia and its understanding through structured drama. The theoretical part contains three sections. The first section deals with drama education, the second section covers structured drama and the third section is focused on dyslexia itself. The part concerning drama education is subdivided into three chapters demonstrating drama education in general, the subject itself and its forms. The part focused on structured drama is divided into five chapters that define structured drama in general and its subsequent implementation in education together with its structures, techniques and planning. The part dealing with dyslexia includes five chapters as well. The first chapter explains the term dyslexia. The next chapters demonstrate its symptoms, diagnosis and re- education, specific learning disabilities and relationships between dyslectic pupils and their family, school and classmates. The practical part contains a lesson of structured drama with reflections and perceptions collected during drama implementation.
Detailed record

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