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The Use of Art Therapy Techniques in Special Education
Kasalová, Markéta ; Komárková, Tereza (advisor) ; Švandová, Martina (referee)
This thesis is coming from the special pedagogy field transformation anticipated by its specialists; with this closely comes an expansion of the tool and competence range of a special pedagogue. The aim and major topic of this thesis is to describe and introduce the techniques and processes of art therapy, which can be used especially by special pedagogues. To this purpose serves humastically oriented direction of art therapy; herein used for the techniques description. The possible art theraypy methods impact is divided in three areas; activation and refreshment, relaxation, social interaction and communication. This division is completed with individual exercises examples and description of their usage within various groups. The text of this thesis also contains a special pedagogic evolution overview and description of its contemporary trends, a chapter dedicated to art, a brief overview of other expressive therapies and an individual chapter of art therapy.
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Specific developmental disordersmof scholasticskills and their reeducation
Lorencová, Tereza ; Cintlová, Jitka (advisor) ; Nováková, Ivana (referee)
The thesis describes specific learning disabilities in general with the main accent on dyslexia, dysgraphia and dysortographia. It states causes and displays of SLD and their reflec- tion in children's mental well and the life of their families. It also deals with general reeduca- tion methods of learning disabilities and specific methods of dyslexia, dysgraphia and dysortographia remedy including outline of tools needed for reeducation. It presents care sys- tem for children with SLD in Czech Republic or who may be involved in care and education of these individuals. There are following methods used for the research in the practical part of the thesis: analysis of documentation, observation, interview and processing of casuistries. The research took place in two institutions, which deal with care about children with SLDs. It is the goal of the practical part of the bachelor thesis to present two institutions working with children with SLD, analyze their remedy methods and assemble casuistries of two selected students.
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Motivational factors in the selection of study fields of Special Pedagogy and Rehabilitation and Psychosocial Care for Handicapped Children, Adults and Seniors
MEDOVÁ, Šárka
This Bachelor´s thesis deals with the motivational factors when selecting fields of study in Special Education and Psychosocial Rehabilitation Care for children, adults and seniors. The concept of motivation is not important only in the professional life of a person. Motivation is the motive which leads towards one´s set objective. The choice of a branch of study depends on many factors that can influence it. Continue studying can be a family tradition, or it is only seen from the economical point of view, with an idea of a better economic security. Some people see selecting their field of study as a way of self-realization. The aim of this thesis is to determine the most important motives that influence students of Special Education and Psychosocial Rehabilitation Care for children, adults and seniors at Faculty of Health and Social Studies in České Budějovice when selecting their field of study. The secondary aim of the thesis is to determine a level of satisfaction of examined fields of study and professional training. Quantitative research methods, in this case questionnaires, were used during the research. The questionnaires were anonymous and each included 18 questions that were mostly closed or semi-closed questions. From the 7thApril to the 10th April 2014, the questionnaires were distributed to full-time students studying Bachelor´s programs of examined fields. The total number of respondents was 120, 115 of them answered. The majority of respondents were women. According to the research, the students studying Special Education and Psychosocial Rehabilitation Care for children, adults and seniors studied mostly at secondary vocational schools specialized in health care. Other secondary schools were secondary vocational schools specialized in pedagogy, chosen by the students studying Special Education, and secondary grammar schools chosen by the students studying Psychosocial Rehabilitation Care. The most respondents studying Special Education have chosen this field in order to continue in the same field they studied at secondary school. This may lead to satisfaction that they have made a good decision when selecting a secondary school and reinforce their idea of future profession. We can notice a similar development for the field of Psychosocial Rehabilitation Care. However, in this case, there is a high number of students who studied secondary grammar schools, which might be caused by searching the right specialization or by influencing their choice. The most common answer to the question about motivation was that anybody from the family was not a role model. This is related to another examined fact: in most cases, the choice of the field of study has not been influenced by anybody else, the choice has been made by respondents themselves. That is why they have chosen a school where they can use their interests and where they can study what they enjoy. A high number of respondents were also influenced by their after-school activities. Just a minimal percentage of respondents have chosen their field of study form their negative experience. Almost a half of the respondents have experience with a handicapped person from their family or surroundings. The majority of the respondents, studying the examined fields of study, is satisfied with the curriculum, only a small part of them is not satisfied or sure with the field of study. The respondents studying Special Education feel they deepen their interest in the field of study thanks to the professional training they practise; to a lesser extent so do the respondents studying Psychosocial Rehabilitation Care. The respondents from both fields of study agree that their field of study make them surer about their ideas of future professions.
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Upbringing and education of children with cephalonia
GAJDOŠOVÁ, Adéla
Upbringing and education children with cephalonia The children with cephalonia develop slowly but they are very sensitive and perceptive. Their upbringing and education is very discussed problem at present. Every men is an unique personality and every men is entitled to the full-value life with the education and the love and it applies also to people with cephalonia. The main subject of the diploma thesis was to describe the general information about the cephalonia (aetiology, classification, possibilities of education of people with cephalonia). The practical part of the diploma thesis has two goals. The first goal was to find out and describe the situation of skilled employees in the educational institutions for children with cephalonia. The second goal was to find out and describe the level of the special pedagogic care of children with cephalonia (especially using of alternative therapies). Both of goals were achieved. The diploma thesis verified two existing hypothesis together. The basic technique of data collection was the questionnaire for teacher in the educational institutions for children with cephalonia in the Zlín region. The secondary analysis of the methodical materials and the educational programmes in the special schools in Zlín region was the next used method. The hypothesis no.1 (There is lack of skilled employees in the educational institutions for children with cephalonia) was overcame. The most of interviewed special pedagogues had requisite qualification according to law and the others studied for this qualification by their employment. The hypothesis no.2 (The alternative therapies are not using enough in the educational institutions for children with cephalonia) was confirmed. According to the secondary analysis of the methodical materials the particulars of the alternative therapies are using because these particulars of therapies are parts of the curriculum for children with special needs. But the research results that quarter of informants don{\crq}t use the alternative therapies and they don{\crq}t have the appropriate qualification for it. The results of this diploma thesis could have been using as an information brochure for parents and teachers of children with cephalonia.
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Communication with visually handicapped people
PETRÁŠKOVÁ, Eva
The primary purpose of this paper was to theoretically elaborate the aspects of communication of visually handicapped people, the rules of visually handicapped people communication, communication tools and social prejudice against visually handicapped people. Furthermore, this paper deals with a definition of the term communication and a description of its forms, phases, and functions. Moreover, the term physically handicapped person and its related issues (handicap, defect, defectiveness, special pedagogy, typhlopedics, ophthalmopedics, and ophthalmology) are explained. The purpose of this work is to illustrate the way how visually handicapped people communicate and how should one communicate with them.
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Etopedic problems of pupils accomodated at the hostel of the apprentice training centre and the solution of them
KREJČÍ, Miroslav
Ever worsening behavior of the young generation in our present-day society is a topic that is very often discussed, both among experts and in mass media. This undergraduate thesis themed ``Etopedical Problems of Pupils Housed in the Boardinghouse of the Training College and Their Solutions`` is addressing this serious social issue as well. Usual mere indiscipline of children and teenagers is long gone. Unsociable and excessive behavior was replaced by manners that are jar against the public morals and by acts that include all types of criminal social conduct. At the same time, the decreasing age limits of the involved is very alarming. The common specificity of the Training College pupils is a light cephalonia. The question is: Are the causes of behavioral disturbances interrelated with the light cephalonia that can be experienced with pupils housed in the boardinghouse of the Training College, or, are there other specific factors, relations and causes behind? My personal experience is that most of the problems of this category in this sphere arise from bad family background. I am convinced that most of the children and teenagers with behavioral disturbances were grown up and educated in a background with family pathology, malfunction, incompleteness and even family absence. This thesis deals with the results of my findings. In the first theoretical part of the thesis, I define boarding schools, adolescence period, specifics of a personality and psychological peculiarities of the Training College pupils, of special education, special pedagogy, with focus on etopedy. The objective of the practical part of the thesis was to discover the presence of behavioral disturbances with the Training College boarders, to determine and classify them and to prove the connection between a behavioral disturbance and a specificity of the Training College boarder. The research in this practical part was conducted in form of interviews (collective questionnaires) with the pupils housed in the boarding Training College, with educational staff of the Training College and the boardinghouse. Based on this research, I arrived at a conclusion, that a proper and correct education in the family, providing the child with harmonious development, is the most significant factor for a trouble free life of a teenager and for minimization of possible behavioral disturbances.
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Christian Ethics as a Theme for Religious Educating Mentally Handicapped Persons
PŘÍBORSKÁ, Tereza
This paper focuses on the possibilities of religious-pedagogy developing moral actions of the mentally handicapped mainly through the Ten Commandments. The theoretical part defines the basic terminology, divisions and specifications of special pedagogy, psychopedia, didactics of mental retardation, religious pedagogy, didactics of ethic education and Christian moral. The practical part deals with methodical procedures of religious education compiled into a didactic project, specifically didactic applications. The basics origin from the Ten Commandments as characterized in KKC. With regards to development psychology, didactics of mental retardation and the evaluation of the didactic project, the most suitable possibilities of religious-pedagogy developing moral actions seems to be the religious pedagogy of integrated education of Franz Kett and Esther Kaufmann.
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Special-pedagogical aspects of work with teenagers between the ages of 15-18 with behaviour disordes in the reeducational facilities.
LANGOVÁ, Martina
In this thesis I describe the reeducational processes in educational institutions, especially from the point of view of special pedagogy. In the theoretical part of thesis I define the behavioral disorders and then I deal with methods, techniques, approaches and forms of work with individuals with behavioral disorders. In the practical part, I used quantitative research method of questionnaires given to the educational institutions in Czech Republic. The aim was to check, if methods, techniques, approaches and forms are different in each of educational institutions and to check, if the selected theories are practically used
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Special educational needs of disabled pupils from the point of view of the elementary school teachers
MALÁ, Zuzana
The diploma work deals with the school integration of handicapped children into basic schools and with the grades of this integration. It provides the legislative backround, defines special pedagogy and outlines the theoretical essentials of the educational needs of pupils with visual and hearing impairments, pupils with communication disorder, with physical handicap and combined impairments. The diploma work also defines its objectives, characterizes the studied sample of respondents and describes the research methods and methodology. The research results are shown in tables and diagrams. The work is concluded with an analysis of the stated hypotheses.
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Mentally Disabled Pupils in Special Basic Schools and Their Perspectives
JURÁKOVÁ, Bohuslava
In my Bachelor´s work I have tried to find out what perspectives there are for mentally disabled pupils after finishing compulsory education at special basic schools and if there are enough opportunities for their further education. The theoretical part describes a mentally disabled child and the levels of mental disorders. I deal with the education of mentally handicapped pupils, special schools and the school legislation. The last section analyses opportunities for further education of mentally disabled pupils after finishing special basic schools. The practical part of the Bachelor´s work has been done on the basis of quantitative research realised in 16 special basic schools in South Bohemia. Thirteen headmasters (81%) and 97 parents of mentally handicapped pupils (81%) were engaged. All the data and information necessary for the research were gained from October 2008 to January 2009. I used questionnaires of structured, semi-structured and open-ended questions and a secondary data analysis. The first aim of the research was to find out how much the parents of mentally disabled pupils are interested in futher education of their children. The second aim was focused on educational opportunities in one- and two-year practical schools and how available they are for these pupils. Thanks to the questionnaire findings I succeeded in getting all important information and fulfil both aims stated at the beginning. The aim served as a base of two hypotheses. Hypothesis 1: The parents of special school pupils are interested in their further education. Hypohesis 2: Pupils finishing special basic schools are offered enough opportunities for further education in one- and two-year practical schools. After evaluating all data I have found that Hypothesis 1 was proved because 81% of parents of mentally disabled pupils are interested in further education for their children after finishing their compulsory education. Hypothesis 2 expected that pupils after finishing special basic schools had enough opportunities for further education. The research, however, showed that there were significant obstacles, e.g. children´s handicap (38%), shortage of financial means (28%), school distance (23%), parents´ uninterest and others (11%), for example a stay out of the family, difficulties in commuting to school and uninterest in further education. It means that hypothesis 2 was disproved. The work could become a valuable source of information for parents of mentally disabled children. The findings can be used as an information material for special pedagogists and may serve as a feedback to the schools and their founders. My Bachelor´s work brought some new knowledge to me and it was very interesting and instructive at the same time.
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