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The comparison of educationary, legislative and conceptual documents of the Czech Republic, France and the province of Quebec focused on pupils with special educational needs
BOURRIEZ, Edita
The aim of the bachelor's thesis is to describe and compare the education of pupils and students with special educational needs in the Czech Republic, France and Quebec on the basis of legislative and conceptual documents. In accordance with the formulated goal, documents of ministries of education and upbringing of individual countries and other legislative documents concerning inclusive education of pupils with special educational needs are analyzed and compared. Subsequently, partial goals are formulated: comparison of education of pupils with special educational needs and comparison of education, competencies and work of a teaching assistant. The work is divided into theoretical and practical part. The first block of the theoretical part presents the educational systems of individual countries. The second block is devoted to the description of the education of children, pupils and students with special educational needs, as they are legally defined in individual countries. The practical part focuses on the analysis and comparison of individual subjects. The core of the practical part is a specific comparison of principles and possibilities of supporting inclusive education in individual countries. A qualitative strategy is chosen to meet the above objectives, and the data collection technique used is comparative analysis. Secondly, a semi-structured interview and observation is used. The work can be beneficial for students of pedagogically oriented programs as well as for the pedagogical public. The results of the bachelor's thesis can serve at the application level as inspiring materials for the creation of innovations in the education of pupils and students with special educational needs in the Czech Republic. The results of the comparison showed differences in the approach to the education of pupils with special needs. The terms integration/inclusion partially coincide, intersect. In practical application, inclusive education has different interpretations in different countries. The comparison of the position and education of teaching assistants revealed differences, especially in the level of work content and personal competencies.
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The individual integration of a pupil with Intellectual and Developmental Disabilities in the first grade of primary school from the teaching assistant´s point of view
ZUBOVÁ, Pavlína
The aim of the bachelor's thesis is to clarify the course of individual integration in a selected pupil with Intellectual and Developmental Disabilities in the first grade of primary school from the teaching assistant´s point of view. The theoretical part defines the concept of integration and then describes its implementation, it also deals with special pedagogical support. One chapter is dedicated to the topic of the teaching assistant. The final chapter clarifies the issue of Intellectual and Developmental Disabilities, characterizing specific features and outlining strategies in the educational process. In the practical part, the research is processed qualitatively in the design of a case study of a selected pupil. Using methods of document analysis, interviews and observations during one school year with the support of the content analysis. The subchapters define the procedure of the research investigation, leading to the achievement of the set goal. On the basis of the research investigation and the acquired theoretical knowledge, the fulfillment of the set goal is confirmed at the end of this bachelor's thesis. The course and the resulting changes in the individual integration of pupil with Intellectual and Developmental Disabilities are explained in selected skills in the subjects Czech Language and Mathematics. At the conclusion, it is also confirmed that the method of integration and individualized teaching, which was applied in this case study, proves to be beneficial in many respects despite the resulting difficulties.
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Preparedness of primary school teachers for cooperation with teacher assistant, their cooperation in practice
JIRKŮ, Zuzana
My master thesis focuses on a readiness of primary school teachers to cooperate with assistant teacher, as I consider this topic an important issue. An important factor of inclusion is quality cooperation between an assistant and a teacher. Theo-retical part of the thesis is divided into five sections. First section explains main terms of the inclusive approach in pedagogy. Second part focuses on educational programs in a primary school in which is the education of a pupil with a special edu-cational needs defined. Third part mentions various means of support. Fourth part defines a position of a teaching assistant. Fifth part is dedicated to the cooperation of a teacher and an assistant. Empirical part of the thesis presents the results of a research. An aim of the survey, for which was used an quantitative method (ques-tionnaire), was to find out whether teachers think that they are ready (and how) to cooperate with a teaching assistant and how they cooperate with each other.
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The role of assistant teacher at the first level of primary schools
VILLNEROVÁ, Anežka
The diploma thesis deals with the topic of the role of a teacher's assistant in teaching at the 1st grade of primary schools. The theoretical part defines the basic concepts related to the issue of assistantship, namely integration and inclusion. It is very important to mention these concepts, as they are an integral part of this topic and are necessary for understanding the meaning of the assistant's work. The next chapter deals directly with the topic of assistantship. The practical part is based on a qualitative method, namely an interview. The aim is to find out from individual interviews what opinion teachers and pedagogical assistants themselves have on the given issue. What is their real role in practice and what is their job description. Also interesting from the point of view of research is the cooperation and communication between two adults who participate in the educational process together. The practical part presents the results based on 16 interviews with teaching assistants and primary school teachers. At the same time, one's own experience with the position of a teacher's assistant is interpreted here.
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Current position of teaching asistant
Kárová, Aneta ; Procházková, Jana (advisor) ; Janošová, Pavlína (referee)
1 Summary This thesis is divided into two parts, theoretical and practical. The topic is the current position of teaching assistant. The theoretical part discusses the position of teaching assistant from the point of view of legislation, requirements for his person and requirements for his qualifications. Communication and cooperation with other participants in the educational process is also an important topic. Last but not least, what are the possibilities for the integration of different pupils with different problems or disadvantages. The practical part is focused on an investigation, which aims to use questionnaires to find out how the teaching assistant is perceived by students of different schools - classical, Waldorf, Montessori, and then compare whether the results differ in any way. Another point of comparison are classes where the teacher's assistant does not work regularly and classes where the teacher's assistant works regularly. The results of these comparisons are surprising and interesting The result of the questionnaire survey shows that if the teacher's assistant acts as desired, and in accordance with the assumptions and recommendations in the professional literature, the pupils perceive him positively.
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Educating children from a Children's Home
Krátká, Jana
Dissertation is focused on the issue of institutional care in the Czech Republic. The main focus of this work are children's homes, education and socialization of children placed in this type of residential care. The aim of the theoretical part is to describe the characteristics of subjects of institutional care in the Czech Republic. Furthermore, to compare institutional care with selected countries and describe the child's socialization in the family and at school. A historical overview of institutional care in the Czech Republic is also described, and in conclusion the author deals with a specific description of the social inclusion of pupils with special educational needs in the teaching process at primary school. The empirical part reports on the research and its results obtained by qualitative methodology using case study design. The main goal of the research was to find out how children from a children's home are integrated into the teaching process at primary school. Furthermore, the author set several partial goals. The first partial goal was to find out how children from a children's home are integrated by children growing up in biological families into the class group at primary school. The second partial goal was to find out how children from a children's home are involved in the...
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