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Diagnostis and subsequent care for children with learning disabilities and ADHD, with application of artphiletics
Psohlavcová, Iva ; Zelinková, Olga (advisor) ; Čedík, Miloslav (referee)
The topic of thesis is a study of artphiletics approach to aftercare aimed at children with specific learning and behavior disorders, especially ADHD, conducted simultaneously in art lessons. The introductory part to find review deals with specific learning disabilities and behavioral disorders, especially ADHD, ie. Attention deficit hyperactivity disorder. Possible causes and manifestations. It also points to the psychosocial aspects of specific learning disabilities and ADHD. Another section deals with pedagogical diagnosis, follow-up care for children with learning disabilities and ADHD monitored areas and remedial care. Mention is a component of visual expression of a child in the diagnosis and follow-up care. The following section describes the concept artephiletics, its theoretical framework, possibilities and use for children with learning disabilities and ADHD. Empirical part is dedicated to the study of its evaluation methodology art philetic meeting and reflective balance with case studies of individual children
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Using Montessori learning materials for teaching persons with Down syndrome
Bejšáková, Kristina ; Zemková, Jaroslava (advisor) ; Šumníková, Pavlína (referee)
This thesis examines how can Montessori teaching aids be used for educating persons with Down syndrome. It describes Down syndrome and mental disability that is associated with it, listing also the options for educating persons with Down syndrome by development stage. It provides an overview of Montessori pedagogics, its history, concepts and principles, and its status in the Czech Republic. It classifies Montessori pedagogics in terms of general didactics theory, and introduces Montessori therapy. The author connects Montessori to other human- centric didactic and pedagogical systems, such as structured teaching, global reading approach, Reuven Feuerstein's Instrumental Enrichment, sensory activation, basal stimulation, and psychobiography. She explains the role of teaching aids in the Montessori system and describes the materials she is using in her lessons for persons with Down syndrome. The aim and structure of such lessons are described, together with how to work with clients and their families. The author emphasizes the importance of entry diagnostics, and presents three case studies of her clients. Teaching Aids Book is attached to the thesis, presenting 92 aids. For each teaching aid, it includes a description, modifications aimed for the use of clients with Down syndrome, and diagnostic...
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Implementation of the Learning Stories method in pre-primary education in the Czech Republic
Bitnerová, Martina ; Loudová Stralczynská, Barbora (advisor) ; Uhlířová, Jana (referee)
The diploma thesis focuses on the issue of evaluating the learning processes of preschool children. The aim of the diploma thesis is to examine the possibilities of implementing the Learning Stories method in Czech preschool education. The method serves as a tool for documentation, evaluation and support of children's learning in kindergarten and is one of the methods of formative evaluation that are used in preschool education abroad. The work is divided into two parts. The theoretical part characterizes preschool age and its specifics, analyzes the patterns of learning of the child and current approaches to pedagogical diagnostics, its types, methods, means and anchoring in the Framework Educational Program for Preschool Education. Provides key information about the Learning Stories method. The empirical part sets the goals of the research and its methodology. The implemented action research consisted of comprehensive work with the Learning Stories method, which is based on observing the child, documenting, evaluating his learning and creating a story (so-called Learning Story) about his learning processes. The survey finds out how the Learning Stories method has a benefit for the child and how the Learning Stories method can be implemented in a kindergarten environment. Formulates methodological...
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The View of Beginning Teachers on Pedagogical Diagnostics
Juřičková, Libuše ; Felcmanová, Lenka (advisor) ; Hradilová, Tereza (referee)
The diploma thesis deals with the issue of beginning teachers in the field of pedagogical diagnostics. It is divided into theoretical and research part. The theoretical part of the thesis contains three chapters. The first part of the thesis summarizes the theoretical knowledge in the field of teaching profession and the requirements for a beginning teacher. Furthermore, the requirements for the theoretical readiness and competencies of the teacher are set with emphasis on the need for methodological guidance in its beginnings and the need for further education. The following chapter introduces the topic of pedagogical diagnostics and presents its definition, tasks and goals, the subject of pedagogical diagnostics and defines the diagnostic competencies of primary school teachers. In the last chapter of the theoretical part, the areas of partial functions are specified and their manifestations and deficits are characterized, which the teacher can observe in the pupil's speech during the educational process. The research part of the thesis is devoted to the practical readiness of beginning teachers for pedagogical diagnostics and their theoretical preparation. Through a qualitative procedure using a semi-structured interview technique, answers to research questions on the readiness of beginning...
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Use of diagnostics for inclusion two years old children in regular classroom of nursery school
KUČEROVÁ, Martina
The main topic of this bachelor thesis is the use of pedagogical diagnostics in the integration of two-year-olds into the collective and the detection of developmental differences between two-year and older children. The thesis is devided into two parts. The first theoretical part adressest problems and the use of pedagogical diagnostics in the kindergarten environment. In addition this section includes individual areas of development of children with a focus on the age group of two-year-old and three-year-old children and their characteristic developmental differences. The practical part introduces the course of the investigation and the results of the observation of two groups of children aged two to four years old focusing on the main areas of their development. It also presents the views of teachers on specific work with two-year-olds and the possibilities of their diagnosis in kindergarten. The aim of the work is to identify possible problems while integrating two-year-olds into a heterogeneous group and to propose solutions.
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Diagnostics of pre-reading literacy using worksheets in children with special educational needs
ŠIMÁNKOVÁ, Adéla
This Bachelor thesis is engaged in the diagnostics of reading pre-literacy for preschool age children with specific educational needs. The work is a part of the project of Operational Programme Research, Development and Education, Specific Objective 1 [OP VVV SC1] Support of pre-literacy in preschool education - reading pre-literacy. The theoretical part gives a description of the period of preschool age - cognitive processes and motor skills, as well as reading literacy and pre-literacy, pedagogical diagnostics, and in conclusion, specific educational needs, or more specifically, impaired communication skills and visual impairment. The practical part introduces the diagnostic material created and results of testing the same in a kindergarten classes of children with impaired communication skills and visual impairment. The results are shown in tables, which indicate the individual analysed areas preceding reading and the rating scale. Finally, strong and weak points of worksheets are highlighted, together with the areas showing the largest differences in results in the case of children of the two groups examined.
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Use of diagnostic material in the field of reader preliteracy in children with special educational needs
ŠIMEČKOVÁ, Jana
The bachelor thesis focuses on the use of worksheets as a diagnostic material in the framework of reading literacy in children with special educational needs. The aim of the work is to determine the success and suitability of these worksheets in the group of children with diagnosed developmental dysphasia and groups of children with diagnosed developmental dysphasia and associated ADHD. The thesis is divided into two parts, theoretical and practical. The theoretical part deals with the theoretical background regarding the concept of reader literacy and its anchoring in the frame curriculum. It also deals with the roles and possibilities of developing perceptually motor and cognitive processes within the reader's pre-school education in pre-school education. The attention of the theoretical part is also focused on the personality of a pre-school child with special educational needs, the issue of children with disturbances of attention of ADHD and children with impaired communication ability. At the end of the theoretical part are presented the basic concepts of pedagogical diagnostics, its conception in the frame curriculum for pre-school age and the possibilities of this diagnostics in kindergartens. In the practical part, the research questions related to the topic are set and a qualitative survey of ten pre-school children with special educational needs is carried out. Diagnostic material (worksheets) has been developed within this survey. These diagnostic sheets are then evaluated for success and are monitored for any pitfalls when working with them. In conclusion, the research questions are answered, and an overall summary of this research is carried out.
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