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Social communication skills of special teachers working with children with Asperger's syndrome
PISARIKOVÁ, Eva
The subject of the bachelor thesis is the communication-social competence of a special teachers in working with children with Asperger syndrome. The thesis aims at compiling a set of communication - social competences of a special pedagogue resulting from the current situation and possibilities of pupils' education with Asperger syndrome. It also maps the situation around the inclusion of these children in the education system and defines the different status of a special teachers in relation to the occupation of his profession in relation to this target group. The theoretical part describes the position of a special teachers in the current system of education and defines the individual roles of a special educator with regard to the content of his work. It also deals with the definition of the term Asperger syndrome and the problem areas of this disability. This part of the thesis is also a pedagogical diagnosis of children with AS and its tools and possibilities of education of these individuals. In connection with the above mentioned information it also describes the communication - social competences of the special teachers necessary for its work with children with Asperger syndrome and the necessary legislative and other resources that define these competencies. In connection with the fulfillment of the aim of the bachelor thesis, qualitative research was used in the practical part and a case study method was chosen as a research project. This part of the thesis contains a pre-survey that maps the current situation of inclusion of children with Asperger syndrome in the Czech Republic's education system within individual regions, and two case studies describing the position of a special school teacher working at a primary school primary school and the position of a special educator operating in a special pedagogical center. The output of the bachelor thesis is a compressive formulation of a set of communication - social competences of a special teachers obtained on the basis of conclusions of the theoretical and practical part of this work. The conclusions from the research show that the necessary communication and social competences arise not only from the specifics of working with children with Asperger syndrome but also from other necessary personal and professional abilities. The bachelor thesis can serve as a study material for students of pedagogical disciplines and for special teachers who deal with this issue. Furthermore, this work can also provide information to parents of children with Asperger syndrome and the wider pedagogical public.
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Methodological cooperation of school counseling facilities in Mlada Boleslav with basic schools in which the pupils with special needs are integrated individually
Kubalová, Jana ; Felcmanová, Lenka (advisor) ; Zemková, Jaroslava (referee)
The bachelor thesis focuses on the evaluation of the role of school counseling facilities and their cooperation with primary schools in the integration of disadvantaged pupils into regular classes, especially in connection with the creation and adjustments of an individual education plan for these pupils. The thesis is divided into two parts. The theoretical part describes the necessary supportive measures and content of consulting services for the education of pupils with special educational needs, benefits and content of activities of school counseling facilities. The theoretical part has been elaborated based on the study of scholarly literature. The practical part is devoted to a research aimed at finding forms and efficiency of cooperation of counseling facilities with primary schools integrating pupils with disabilities in Mlada Boleslav.
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Possilibities of education of students with physical and combined disabilities
Chroboková, Kamila ; Hájková, Vanda (advisor) ; Zemková, Jaroslava (referee)
Title: Possibilities of education of students with physical and combined disabilities author: Bc. Kamila Chroboková leading: Doc. PaedDr. Vanda Hájková, Ph.D. Abstract This paper attends to the issues concerning children with physical and combined disabilities, and the possibilities for their education. It briefly summarizes the issues of physical and combined disabilities, and explains the difficulties that these children might experience during the course of their education and that should be anticipated during the education process. The second part of this paper enlightens the forms of primary education available for these children. Furthermore, it describes the general and academic educational programmes that primary schools follow today. Within the framework of special education, the institution Jedlička Institute in Prague (JÚŠ) is briefly introduced. In conclusion, this paper presents research conducted on and mapping the progress of students of JÚŠ special primary school and records from the documentation of these children. Keywords physical disability, combined disabilities, educational mainstream, special education, general educational programme, individual educational plan, Jedlička Institute and schools
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Perception of learning disabilities from middle school student's point of view
Horká, Jitka ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
Bachelor's work is dealing with issues of specific learning disabilities from student's point of view. In the work are describing basic concepts of this issues, methods of working with children be suffering from learning disabilities. Then there are acquaint consulting workplaces, individual educational plans and the approach to marking of students with learning disabilities. The work is concentrating on social aspects of students with learning disabilities. The field part makes survey between the students of seventh class research basic knowledge, classmate's approach to pupils with learning disability and the strategy of coping issues by children with learning disability.
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Child with specific learning disabilities in the family
NOVÁKOVÁ, Lenka
The bachelor thesis examines the topic "Child with specific learning disabilities" (SLD) and is focused on the family contexts of SLD. The aim of the thesis is to determine how SLD influence the family, how the family influence success rate of the child and how the family deals with problems of such disabled child. In the theoretical part are defined basic concepts related to the topic. It describes specific SLD, their tokens, their effect on the child and its family. The practical part is devoted to the research, which was conducted through a semi-structured interview.
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Deals with education of physically handicapped students
Masná, Lucie ; Hadj Moussová, Zuzana (advisor) ; Blažková, Veronika (referee)
This bachelor thesis deals with education of physically handicapped students and their integration into common elementary and secondary schools. The theoretical part is dedicated to the characteristic of physical handicap and it is focused on brain polio and the education of physically handicapped children, which include compensatory aids, individual educational plan, assistant of pedagogue, inclusion and integration and legislative adjustment of this field. It is also focused on funding, which is supplemented by programmes, which are supported by the European Union. The practical part deals with the case study of the student, who is suffered from brain polio and his education by individual educational plan, subsequently fulfilment of the plan by student. The second part is focused on statistical saving of education of students, who are physically handicapped and their integration into common classes of elementary and secondary schools or as the case may be into special class.
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Educational learning process of the students with Rett syndrome
VOMOČILOVÁ, Michaela
My diploma thesis is focused on educational and pedagogical process of students with Rett Syndrome. In its theoretic part, I describe Rett Syndrome as a clinical picture and a diagnostics and a therapy. The practical part of the thesis focuses on three main aims: to determine a certain number of students with Rett Syndrome in the Czech Republic, further to discover these students{\crq} educational and pedagogical process, and finally, to demonstrate a concrete form of this process on two casuistries. All of aims were realized. What follows from my survey is that the students are mostly educated according to the educational Rehabilitation program used for remedial schools; this means that no specific educational and pedagogical program for the children with Rett Syndrome has been created so far. According to my observation, the girls are schooled in autistic classes or in classes of children with combined handicaps, also in special elementary schools and preschool institutions.
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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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On the Minimization of Specific Learning Problems in Elementary School Students
BAŤKOVÁ, Anna
This study addresses the problems of specific learning disorders in elementary school children. It attempts to elucidate individual types of disorders and their most common symptoms in children. Furthermore, the work describes well known theories of the causes of specific learning disorders, their diagnostics, and primary ways leading towards minimization and correction of disorders. The whole study is divided into four chapters. Individual chapters are based on the best known knowledge in the area of specific learning disorders. The first chapter explores the causes of disorders, i.e. the theories attempting to explain specific learning disorders from the viewpoints of genetics, brain disorders, faulty information processing, light mental dysfunctions and last but not least {--} the environmental effects. The next chapter classifies and explains individual diagnostic procedures and tests needed before establishing child{\crq}s diagnosis. The third chapter addresses individual specific learning disorders. It describes their definitions and main symptoms The last chapter is devoted to disorders minimization. There we introduce Individual Educational Plan as well as the exercises appropriate to individual disorders.
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Possibilities of care of children with deep developmental disabilities and possibilities of their education in the social welfare institution of the centre ARPIDA, o.s.
BÁRTA, Václav
This bachelor work is focused on possibilities of a care for children with the profound mental retardation and possibilities of their education in the daily social welfare institution at ARPIDA Centre in České Budějovice. The aim was to chart and evaluate practicable ways of the care, upbringing and education of these children and to judge their effectiveness and meaningfulness. The education of the children with the profound mental retardation is carried out under § 42 of Education Act No. 561/2004 of Collection of Laws, which provides that the form of the education should correspond to psychical and physical possibilities of the children. The education of the children with the profound mental retardation is carried out under an individual educational plan, which takes into account the character and the degree of the disablement of the child and the possibilities of his future development. Specifically provided objectives and methods also play an important role in the education of the children with the profound mental retardation.An important element in the care for children with the profound mental retardation is a multidisciplinary comprehensive system of rehabilitation using medical, social, pedagogical and working means. It is especially aimed at a mitigation of disability effects, but also at an integration of the disabled person in the society.
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