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Inclusion of pupils with physical disabilities into physical education in schools in Prague and Central Bohemian region
Migdauová, Alena ; Prokešová, Eva (advisor) ; Vařeková, Jitka (referee)
Title: Inclusion of pupils with physical disabilities into physical education in schools in Prague and Central Bohemian region. Objectives: The Thesis analyses the current state of inclusion of pupils with physical disabilities into physical education classes and the experience with this process in schools in Prague and the Central Bohemian region. Methods: The procedure of public inquiry, created by adapted physical activity experts from UP in Olomouc, was applied to fullfill the objectives of the Thesis. The structured as well as unstructured questions made it possible to describe the structure of the group of physically handicapped pupils and found out especially the reasons for releasing these pupils from physical education classes, preparedness of schools for including pupils with physical disabilities into these classes and the forms of support, which are from the perspective of schools indispensable for the inclusion into physical education. Results: Inclusion of the pupils with physical disabilities into the physical education classes in schools in Prague and the Central Bohemian region does take place. However, the conditions are not entirely satisfactory and it is applied in particular to pupils with a lighter type of physical disability. The results of the Thesis indicate a shortage of...
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Integration of students with special needs in high schools
Hrdličková, Jana ; Vítečková, Michaela (advisor) ; Janebová, Eva (referee)
and keywords This work is focused on the integration of high school students with special educational needs. The first part of the work deals with legislation, school counseling facilities, the integration process viewed by schools, attitudes toward handicapped people in our society and other conditions that determine the recent way of integration. The second part of the work is aimed at the integration of high school students who are physically and perceptually handicapped. These students form the most numerous group of individually integrated students at high schools with school leaving exam. The work is also aimed at the individual integration of students with autism spectrum disorders. The reason why this part of the work deals with these two types of integration is that the high school education methodology have been made only for them. The third part contains research that observes experience of teachers teaching integrated students, their professional awareness, the learning process and assessment of individual integration. Keywords: high school, inclusive education, integration of students with special educational needs, teaching assistant, a personal assistant, intact student.
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Pupils with special educational needs in primary and secondary schools: access schools and teachers to handicapped students.
Hamtilová, Martina ; Rajsiglová, Ina (advisor) ; Havlová, Michaela (referee)
The thesis deals with access schools and teachers to handicapped students. Theoretical part follows problems of pupils with special educational needs and its legislation, the concept of handicap and disability forms. I characterize from the forms of disability specific learning disorders, brain dysfunction and behavior disorders, cerebral palsy, autism and Asperger syndrome. The last chapter of this part focuses on the conditions, legislation, documents and statistical data in the field of disabled pupils integration. For the practical part I have set several goals: regarding the run of the lesson, teacher access and work of pupils with special educational needs; realize education with handicapped students to obtain my own experience; conduct interviews with teachers, with teacher's assistant, possibly with a special needs teacher in order to obtain an opinion of teaching staff to integrateion and obtain advice for access to pupils with special educational needs; through questionnaires for schools to determine the conditions for integration of handicapped pupils, and finally summarize the recommendations and create a handbook for teachers beginning to work with pupils with special educational needs.
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Integrating children with Down syndrome into mainstream education.
KOŠŤÁLOVÁ, Romana
The Thesis focuses on integration of pupils with Down syndrome into the mainstream education. First part of the Thesis describes specific signs and symptoms of Down syndrome. The early care after birth and during preschool age is commented and the general options for school education are presented. Next, the Thesis compares the trends in school integration and inclusion of children with Down syndrome in the Czech Republic and abroad. Last part of the Thesis is devoted to more detailed description of the school integration system practiced in Czech Republic. The meaning and significance of inclusion are discussed, together with suitable conditions versus potential obstacles and problems.
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Motivation for a job of teacher's assistant in the system of basic education and the following experience
TRYKAROVÁ, Magdaléna
This diploma thesis focuses on the topic of motivation for a job of teaching assistant and reasons for maintaining in the status. The theoretical part of the diploma thesis is divided into seven chapters. It is mainly focused on development of school integration, pupils with special educational needs and posibilities for taking part into the regular schools in the Czech Republic. It describes attitudes of general public towards people with disabilities, indicators of educational inclusion and inclusive culture of school. It describes the role of a teaching assistant his duties, competences and workload in educational context. The main object of a research presented in the empirical part is to examine the reasons that are related to acceptance of a job of teaching assistant. Furthemore, it analysed motivation for remaining in the status of teaching assistant in a long term. The research was realised by the in-depth interviews.
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Examples of successful integrations of students with physical disabilities in the mainstream education
HEŘMANOVÁ, Michaela
This bachelor thesis deals with the examples of successful integration of students with disabilities in the mainstream education in České Budějovice and nearby. The integration of students with the disabilities is currently widespread and it can be frequently found in common types of schools. The thesis consists of three parts: theoretical, practical and appendix. The theoretical part of this thesis discusses the basic concepts which are related to the disability. The most popular types of the physical disability are divided and described there. In the following part a pupil with his special educational needs and learning opportunities is characterized in terms of the legislation. The study also deals with the concepts of integration and inclusion. The term integration is legislatively known in the Czech Republic since 1989. In the process of integration, the supportive measures for the pupils with special educational needs are considerably important. They are e.g.; the early custody and the special educational support. This type of integration should be prepared and planned thoroughly before its creation. The factors that affect this process play an important role in the proces of integration. These factors are particularly; the family, especially the parents, school, class groups, teachers, counseling, diagnosis, and also the form of integration. In any case the main aim of this study is to find and describe the examples of successful integration of students with disabilities in the mainstream education. Moreover, the partial goals are to find out the factors which are positively influencing this process as well as the factors that are not desirable in this process. The another objective is to identify the level of the teamwork between the school, parents and the school counseling facility and then between the cooperation with fellow pupil, teacher's assistant and the classroom teacher. To achieve the above mentioned practical goals the qualitative research has been used. The data were collected with using of the questionnaires and semi-structured interviews. The research sample consisted of five students with disabilities who were integrated in mainstream elementary schools in České Budějovice and also in the surrounding area. Furthermore, the research group was made of the parents and classroom teachers of the integrated pupils. The questionnaires with the opened questions were created for these pupils and their parents. The surveys differed in the varied number of questions and their content. In addition the semi-structured interviews were conducted with classroom teachers of the integrated pupils. On the basis of the results, it is apparently evident that the most important factors affect the integration of the human factors. All the people, involved in the integration, are the most important factors for the success of the process. It is a collaboration of the parents and school, teacher's assistant collaboration with the classroom teacher, assistant teacher working with an integrated pupil, pupil´s positive acceptance from the mainstream classmates and the school cooperation with the special educational center. The cooperation between all the stakeholders is essential for the successful integration process. Furthermore, the supportive measures which are important could be for instance; the special methods, compensation, rehabilitation and teaching aids, special teaching materials and more. The highest possible supportive measure is to establish a teaching assistant profession. This work also describes the examples of the successful integration while each of them is unique. There is no precise instruction how to provide the successful integration. It always depends on the capabilities of the school and on the individual skills of integrated pupil. Each student needs to be supported by the different security measures which can help him to overcome the obstacles that cause a physical disability.
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Profesní příprava žáka se speciálními vzdělávacími potřebami
Šupová, Dana
The theme of my bachelor thesis is professional education of a student with special educational requirements who studies the branch of Providing Board and Accommodation Service at Secondary Apprentice School in Kyjov. In the first three theoretically oriented chapters the thesis deals with mentally handicapped individuals, their disadvantageous position, possibilities of their secondary education and factors which affect their professional education. The practical part is devoted to working out casuistry of a chosen third grade student, stages of his education and describes his problems with acheiving the set target. Qualitative research includes following methods: observation, half structured discourse, free discourse with parents, analysis of personal files. The main target of the practical part is to find the reason of rising problems in the student's education and the attitude of his parents and teachers to his situation. The research has become the basis for working out recommendations for pedagogical-psychological practice at the herefore mentioned secondary apprentice school.
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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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