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Cooperation between family and school
Vrbická, Tereza ; Hejlová, Helena (advisor) ; Poche Kargerová, Jana (referee)
The content of the diploma thesis is to characterize the features of a quality school and find out whether the cooperation between the school and the family is also included in this term. In the theoretical part I focus mainly on research on cooperation and on the interest of cooperation with the school by parents, public and media. An important part is the typology of parental expectations towards school, its work and the education of students. Then I summarize traditional and non-traditional forms of cooperation, which are applied on Czech schools. I also characterize teacher assistant role during the lessons, his cooperation with teacher and parents. The aim of the practical part is to monitor the cooperation between the family and the school from the point of view of the beginning teacher and the assistant teacher. From the assistant teacher, it is about the way how is looked at his role in the teaching process, how his work scope is defined, his expectations and mainly the way how he communicates with the parents. From a beginner teacher's point of view I focus on the way how to implement quality communication with the teacher assistant, to define his and my work scope and together with him get the effectively communication with the parents. The latest part is a manual for a beginner teacher,...
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Supporting children with special educational needs and disabilities: examples of good practice at primary and lower secondary schools in and around Tábor.
KISBY, Hana
The theoretical part of this dissertation deals with the issue of special needs integration. It provides explanations of terms concerning special needs education whilst examining factors that could influence its success rate. Moreover, it specifies the legislative basis regarding the education of people with special educational needs. This includes the organisation of special educational provision and its types, the system of SEN support, the role of teaching assistants and their major responsibilities. The closing chapter consists of disability profiles of selected SEN pupils. The practical part is devoted to the casuistry of selected SEN pupils. It describes the diagnosis, course and progress of their disability from birth to present day and looks at how they interact with classmates as well as their educational performance, possibilities and limits. Moreover, it examines their family background and attitudes of parents and teachers towards their school duties, which present the increased demands so closely linked with the SEN process. Attention is drawn to the benefits of inclusive education for both pupils with disabilities themselves and for classes they are integrated into. Research took the form of personal document analysis, observation and interviews with the SEN pupils, their parents, teachers and classmates. In effect, the investigation implies that the success of special needs integration depends on a whole range of factors, perhaps the most crucial being the teacher's personality. This is of vital importance for managing both knowledge transfer and mutual interaction between mainstream children and children with disabilities.
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Teacher assistant competences
Němec, Zbyněk
Thesis "Teacher assistant competences" responds to growing number of teacher assistants in educational system and reflects still remaining ambiguities in delineating requirements on assistants' services and activities. The objective of thesis is on the basis of empirical findings define the basic competences of teacher assistant working in a regular basic school. In its theoretical part thesis works with legislative norms specifying the role of teacher assistant and with findings of relevant researches. The explorative part of thesis is based on qualitatively orientated methodology and processes data from eighty interviews realized with assistants, teachers, principals and pupils with special educational needs from twenty basic mainstream schools. Data in research were processed by classification, coding and schematization with using the form of framework analysis. From the research results author formulates the main outcome - suggested model of competences for teacher assistant professional standard.
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Importance of Teacher Assistant in the Inclusive Education of Romani Pupils
Němcová, Simona ; Mazáčová, Nataša (advisor) ; Kargerová, Jana (referee)
My diploma thesis deals with the role of a pedagogical assistant working mostly with gypsy children. I concentrate on the importance of this work position within our educational system with inclusive approach. The theoretical part is devoted to a wider description of a pedagogical assistant position within the current Czech educational system. The empirical part maps requirements and expectations of teachers, pupils and their legal guardians regarding pedagogical assistants and their mutual cooperation. The tools used to explore this area of interest were interviews with the pupils integrated and their legal guardians as well as a research probe carried out by teachers at primary schools. The research demonstrated that teachers really have the same expectations as those presented in professional literature. Besides that, the research revealed total absence of more spread acquaintance among legal guardians of integrated pupils. I regard this finding mentioned above beneficial. It is absolutely crucial for schools to concentrate directly on gipsy communities which both the integrated pupils and the pedagogical assistants come from, and to ensure more frequent and largely spread 'acquaintance.'
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Teacher assistant competences
Němec, Zbyněk ; Hájková, Vanda (advisor) ; Květoňová, Lea (referee) ; Vítková, Marie (referee)
Thesis "Teacher assistant competences" responds to growing number of teacher assistants in educational system and reflects still remaining ambiguities in delineating requirements on assistants' services and activities. The objective of thesis is on the basis of empirical findings define the basic competences of teacher assistant working in a regular basic school. In its theoretical part thesis works with legislative norms specifying the role of teacher assistant and with findings of relevant researches. The explorative part of thesis is based on qualitatively orientated methodology and processes data from eighty interviews realized with assistants, teachers, principals and pupils with special educational needs from twenty basic mainstream schools. Data in research were processed by classification, coding and schematization with using the form of framework analysis. From the research results author formulates the main outcome - suggested model of competences for teacher assistant professional standard. Powered by TCPDF (www.tcpdf.org)
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Educating pupils with vision impairment and combined disability within mainstream education
HAPLOVÁ, Martina
This bachelor thesis is devoted to the education of children and students with visual impairments and other concurrent disabilities in the mainstream education. It is essential to note that I have not included the pupils with mental disabilities into the target group of this thesis, mainly because of the reason, that in case of the mental disability, the way of the education is being changed. The theoretical part is divided into three chapters. The first chapter focuses on the presentation of individual types of disabilities. The second chapter deals with the integration and its legislation, other ways of the education of students with visual impairments and concurrent disabilities and information about teacher assistants. The third chapter contains specifics of the education in particular types of disabilities (visual, auditory and physical disabilities and attention deficit disorders) and specifics of the education in the combination of the visual and other concurrent disabilities. Those impairments were chosen in connection with the practical part of the bachelor thesis. The practical part of the thesis has been defined by research objectives. The main objective is to analyse the education process at the pupils with the visual impairments and other concurrent disabilities in the mainstream education. To achieve this main objective, I chose three sub-goals. The first sub-goal is focused on the organization of lessons for the children with visual impairments and other concurrent disabilities in the mainstream education. With the help of the second research goal, I tried to find out the method of the teacher assistants´ preparation for the educational process and the third sub-goal deals with the motivation, experience and education of the teacher assistants. To meet the objectives of the practical part I chose qualitative methods of the data collection, i.e. structured interviews with open-ended questions, observations and document analysis. Most questions were posed to the teacher assistants in the interviews, then there were interviewed the teachers, especially classroom teachers and teacher of selected subjects. Those subjects were: Czech language, a foreign language, Mathematics and some of the subjects like Geography or History and some of the educational activities. Further there were made observations of the pupils with visual impairments and concurrent disabilities in their classes; they were held in preliminary specified lessons. The last used method was an analysis of the documents, specifically of the individual educational plans for four selected pupils with visual and concurrent disabilities, who are educated at the elementary or secondary mainstream schools. The target group of the bachelor thesis consists of four chosen pupils with visual impairment and other concurrent disabilities, their teachers and the teacher assistants. The research results show that the education of pupils with the visual impairment and other concurrent disabilities is possible at the adaptation of material, labour, pro-social conditions, in respect to a psycho-motoric pace of the pupils and with set rules for their stay in the classroom and in the resting place of the pupils with visual and other concurrent disabilities. As the adapted conditions there are meant modified materials enlarged texts, textbooks or overwriting of original texts and textbooks in the Braille writing. Furthermore, it is also a modification of the working environment of the pupils with visual impairments by using suitably positioned folding benches or benches with folding boards, lamps to illuminate the text and for the pupils with severe visual impairments, placing guide-lines, if they need them for their movement. Conditions must be adapted as well as to other concurrent disabilities that limit the individual even more. These include for example an orthopaedic chair, an adequate height of the working surface, a barrier-free access to school.
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Cooperation of Teacher´s Assistents with Teachers at Basic Schools
MALČÁKOVÁ, Eva
The author bachelor's thesis deals with the problem and some basic knowledge related to the teacher assistant profession and his cooperation with the teacher in elementary schools. In the theoretical section are presented some definitions, concepts and laws that deal with this problem. Then there is the attempt to characterize the different types of assistants, greater attention is paid to the teacher assistant for the disabled and disadvantaged children. The last part is fundamental and is focussed on the cooperation of teachers and assistants. In their individual subsections are outlined competence of teacher assistant and teacher, their comparisons and suggestions for possible cooperation. The empirical part is processed by questionnaires and interviews with teachers and assistants. Interviews are mainly focused on mapping of specific activities of teacher assistant and opportunities for cooperation with the teacher
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Importance and possibilities of a teacher assistant in school integration of children with disabilities.
ŠVEHLOVÁ, Petra
For my thesis I have chosen the theme of the importance and possibilities of a teacher assistant in school integration of children with disabilities. The research was conducted in the district of Český Krumlov. There are currently 20 basic schools and 26 kindergartens of which eight basic schools and two kindergartens have integrated pupils with disabilities. My two hypotheses are based on the fact that teacher assistants are the ones who, in my opinion, form an indispensable part of a pedagogic team, ensuring successful and beneficial integration of disabled children into the regular type of schools and school facilities and affecting the process of integration (hypothesis 1). Moreover, I believe that the competencies of two different professional groups, being teacher assistants and personal assistants, are often confused and neither professionals nor the lay public are able to clearly distinguish between their functions (hypothesis 2). In order to obtain information in respect of the set out issues, the method of interviews in the form of questionnaires was used. The questionnaire was designed for directors and teachers of basic schools and kindergartens integrating pupils with disabilities and also for parents of disabled children integrated in a regular school. The processed data are displayed in graphs and tables. Both the raised hypotheses have been confirmed. It was revealed that the respondents consider a teacher assistant as an indispensable element without which the school integration would not be successful. Some of them refer to their previous experience when no teacher assistant was available. The hypothesis which assumed confusion of competencies of an assistant teacher and a personal assistant was also clearly confirmed. The research revealed that some respondents suggested an interesting idea to unify these two assistants' functions into one that would fall under one resort. By this diploma thesis I would like to contribute to the explanation of ambiguities in the competences of a teacher assistant and a personal assistant and to promote the importance of a teacher assistant in school integration of children with disabilities.
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Possibilites of integration of handicapped children in nursery schools in České Budějovice.
TOBOLKOVÁ, Andrea
The Bachelor paper examines the available ways of integrating physically disabled children into the process of education in kindergartens based in České Budějovice. After 1989 the Czech system of education has been transformed and the transformation allowed new approach to education. The effort aimed to establish a system offering people equal chances of education and providing them with an adequate level of education. The paper endeavors to find out (1) whether disabled children could be integrated into the educational process as it takes place in České Budějovice kindergartens; (2) which kindergartens are ready to accept disabled children; and, not least importantly, (3) what are the practical possibilities of integrating the children to the process of education given in the kindergartens. To suit the above-specified purpose, this hypothesis was formulated: "Most of České Budějovice kindergartens are prepared to integrate disabled children into their processes of education". The hypothesis has been proven true. As follows from the results obtained, 6 (55%) out of 11 (100%), i.e. the majority of the surveyed kindergartens, were ready to enroll disabled children. Theoretical section of the paper strives to explain the concept of integration; of the personal assistant; the individual plan of instruction; and that of physical disability. The physical disability itself was split into several parts defined in a concise and clearcut manner. Practical section of the paper relied on a quantitative survey and the method of interrogation applied through a questionnaire. Prepared were two types of questionnaires: the first was intended for the kindergarten Headmistresses and the second was to be administered to the kindergarten teachers. Contacted were 13 facilities altogether, out of which 11 chose to participate. The two abstaining gave reasons - they were pressed for time; had too many questionnaires coming in; or were not interested in the survey. The data acquired were tabled and plotted on charts. Results returned in the questionnaires show that 6 out of 11 kindergartens operating in České Budějovice enroll disabled children. In addition, 5 kindergartens were found to provide the individual approach and 1 kindergarten organized the group integration. Seven kindergartens of the 11 reported no disabled children currently among their clients saying that no one asked to have a disabled child enrolled for this school year. At the same time almost all the Headmistresses agreed that such a child benefits the school and the other children. The findings can help to better understand the issue of integrating disabled children into the process of education at the České Budějovice kindergartens, and to provide a feedback to those kindergartens that are already prepared to offer such integration.
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