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The integration of pupils with special educational needs in primary schools of art
DVORSKÁ, Barbora
Bachelor thesis deals with the integration of pupils with special educational needs in primary art schools in České Budějovice. In České Budějovice are three state´s primary art schools whose founders are South Bohemian region or town council of České Budějovice and three private primary art schools. Intact pupils are the biggest group of pupils in primary art schools. The theoretical part of the thesis is starting to process stemming from the topic on the basis of expert sources. The theoretical part of the thesis focuses on the categories of pupils with special educational needs, this category includes students with disabilities. The category of pupils with special educational needs also includes students with disabilities and students from socio-culturally disadvantaged backgrounds, these two groups, however, are a separate issue, and therefore the thesis focuses only on students with disabilities. The next part of the theoretical part of thesis focuses on integrated education at the primary art schools, the legislative anchoring of integrated education and characteristics of education at primary art schools. The practical part is using qualitative investigation to determine qualification and preparedness of teachers in terms of teaching, and the readiness of primary art schools on the materiál aspect of the education of pupils with special educational needs. The practical part is using qualitative investigation to determine qualification and preparedness of teachers, in terms of teaching, and preparedness primary art schools, after the material site on the education of pupils with special educational needs. A semi-structured interview was used for data collection. It was conducted with the primary art schools managers and teachers of primary art schools and with the analysis of documents. Thanks to the research survey it was found that nowadays primary art schools don´t have any material equipment for education of pupils with special educational needs. It was also found that management of primary art schools doesn´t provide training for their teachers for teaching pupils with special education needs, mainly after a methodological sphere, mentioned is valid for the surveyed sample.
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