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Attitudes of kindergarten teachers to inclusive education
Effenberková, Jana ; Hájková, Vanda (advisor) ; Marádová, Eva (referee)
This diploma thesis deals with problematics of inclusive education in kindergarten. This study aimed to determine kindergarden teachers's attitudes to inclusive education. The other objectives of this project are to analyze proposals and recommendations of addressed teachers concerning increasing efficiency of inclusive education. Apart from that, the present work also describes how teachers perceive the role of teacher assistant in inclusive education. This research is divided into a theoretical and practical part. First part describes theoretical resources of inclusive education in kindergarten. It defines key notions of inclusive education, charakterizes preschool child, kindergarten itself and education of children with special educational needs in kindergartens. The practical part analyzes information, which was gained during dialogues with teachers in kindergarten. The objective of this part was to determine kindergarten teacher's oppinions and attitudes to inclusive education. In a conclusion of the research achieved konwledge is compared with conformable research, which where done in described problematics.
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Teacher's view of integrating a child with educational needs
BARBORKOVÁ, Kateřina
The bachelor thesis is focused on the integration of a child with special needs into a regular kindergarten. The aim of the bachelor thesis is to detect the attitude and experience of teachers in kindergartens who experienced the education of a child with special needs in a regular kindergarten. The thesis is divided into two parts. The theoretical part is focused on educating of individuals with special needs, curricular documents included. The first part will also be focused on the psychological context of a pre-schooler, a child with special needs included. The theoretical part will also be focused on a competence of a teacher in context of inclusive education. The second part will be practical and there will be the research presented. The research will have qualitative design. The data collection will be done by deep interviews with teachers in kindergartens. The investigation is focused on attitude and experiences of teachers with a child with special needs in kindergartens.
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Music activities at a nursery school and the options of their utilisation for children with special needs
PAJEROVÁ, Klára
The bachelor´s work is divided into theoretical and practical part. The theoretical part is dedicated to the education in the kindergarten with emphasis on the Framework Education Programme for Preschool Education. In this part there is an analysis of the above-mentioned document from the perspective of the presence of musical activities in the kindergarten. Furthermore, I address the musical activities in the pre-primary education which are divided into four parts. The last chapter is dedicated to the child with special needs. In the practical part there is a quantitative research the results of which are the processed and evaluated questionnaires that were sent out to the kindergartens (ordinary as well as special ones) with the children with special needs. Next point of this work is my own proposal of music and movement activities which serves as an inspirational material for the kindergarten teachers.
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A child with epilepsy in preschool
ČÍHALOVÁ, Dana
The bachelor thesis deals with the topic of epileptic children in preschool education and their possibilities in education process of nursery schools. The aim of the thesis is the clarification of children epilepsy and finding out the nursery teachers opinions of the epileptic children education. There are two main parts in my thesis: theoretical and practical one. The theoretical part is based on epilepsy, its etiology and epileptic fits. There are legislative conditions which deal with raising and education of children with epilepsy. In the conclusion of the theoretical part there are the possibilities and conditions for raising and education of these children in the common nursery schools. The practical part is focused on the opinions and experience of the nursery school teachers with the education and integrating of these children.
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The Integration from the perspective of teacher from kindergarten
STEJSKALOVÁ, Kristýna
The aim of this bachelor thesis is to find out attitude and experience of the teachers from the kindergarten with school integration. The bachelor thesis consists of a theoretical and practical part. Theoretical part define teacher's role, there are described requirements on his personality, professional competencies and liability in accordance with Rámcového vzdělávacího programu pro předškolní vzdělávání (RVP PV). I focused on special needs of the child and on the alternative ways of his education. I mention school counseling institutes and their role in processing pupil support levels during education. In the last chapter I define concepts like integration and inclusion and I deal with legislation related to school integration. Then I present factors which could be disruptive to successful course of integration process and their pros and cons, and I also speak about importance of the teacher during integration. The practical part is focused on determining the attitudes of teachers towards integration and processing their experience with educating a child with disability.The aim of this bachelor thesis is to find out, how school integration process works by the eyes of the teacher from the kindergarten. The bachelor thesis consists of a theoretical and practical part. In the theoretical part, there are described and explained topics such as, who is the teacher in the kindergarten, his personality, professional competence and his responsibilities in accordance with RVP PV. I focused on special needs of the child and on the alternative ways of his education. I mention school counseling institutes and their role in processing pupil support levels during education. In the last chapter I define concepts like integration and inclusion and I deal with legislation related to school integration. Then I present factors which could be disruptive to successful course of integration process and their pros and cons, and I also speak about importance of the teacher during integration. The practical part is focused on determining the attitudes of teachers towards integration and processing their experience with integration.
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Applied Structured Teaching And The Creation Of Educational Aids To Teach Pupils With An Autism Spectrum Disorder At A Specialized Nursery School In A Structured Manner
TÁBORSKÁ, Markéta
This bachelor thesis deals with the topics of structured teaching, the creation of educational aids to teach pupils with autism spectrum disorder in a structured manner at a specialized nursery school, and monitoring the success rate of the created aids in practice. The objective of this bachelor thesis is to contribute to better and deeper understanding of the importance of structure and structured tasks in the day-to-day education of pupils with autism at a specialized nursery school. This thesis consists of two parts, a theoretical part and a practical part. The theoretical part deals with autism spectrum disorders as well as guiding principles and methods of structured teaching. Furthermore, it deals with different areas of development of children with autism in specialized nursery schools and the optimization of work conditions and environments for such children. The practical part focuses on the creation of aids for structured teaching and applying such aids in practice.
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Parents attitude to integration of children with special needs to common schools focused on integration of children with autism
Žáková, Lenka ; Šumníková, Pavlína (advisor) ; Mrkosová, Eva (referee)
Instututional education of preschool children is based on individual attitude of the educators at nursery schools. Education of children with special needs is for that reason just siutable at nursery schools where these children can be naturally developed in the group of the same-age children and also the attitudes and values to the dissimilarity of another children are developed alongside. The theoretical part first of all deals with the qestion of the preschool education. Than it concentrates on child with special needs, its family and education. The next specific part describes Autism Spectrum Disorders in detail and the supporting educational aspects of children with autism. The last part deals with the integration problems of children with special needs. The practical part presents the results in sphere attitudes of preschools children's parents to the individual integration of children to common nursery schools and also presents one of the successful examples of individual integration of the child with autism to the common nursery school.
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The Education of a Child with Cerebral Palsy in a Kindergarten
KOVÁŘOVÁ, Jana
The aim of my bachelor thesis is to analyse a particular case of a handicapped child suffering from the cerebral palsy in a mainstream nursery school. The theoretical part deals with the issue of cerebral palsy and the education of children with specific educational needs in nursery schools. The practical part contains the study of the particular development of one child with the cerebral palsy and its educational process in the mainstream nursery school. The thesis observes especially motor skills, communication, autonomy and social inclusion of the child. The thesis has been completed on the basis of annual observation and interviews done with pedagogues, parents and children.
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Preparedness of preschool teachers for inclusive education
MUNDUCHOVÁ, Pavla
The aim of this bachelor thesis is to find out opinions of preschool teachers on their preparedness for inclusive education. The thesis is composed of theoretical and practical part. The theoretical part is focused on a preschool teacher and their character, professional competences and qualification requirements that they should meet and obtain. It also deals with preparation of preschool teachers for education of children with special educational needs. The theoretical part also defines and compares the terms integration and inclusion and inquires successful conditions for both integration and inclusion. Furthermore, this bachelor thesis explains who a child with special educational needs is; discusses individual educational plan, services of counselling centers and overall work duties of special education teacher. The aim of the practical part is to compare opinions of preschool teachers about inclusion and their preparedness for inclusive education.
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