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Mainstreaming the blind students in the basic school
Kochová, Klára ; Mlčková, Marie (advisor) ; Schindlerová, Olga (referee)
The aim of this work is to summarize the important principles concerning the mainstreaming of children with visual impairments in the basic school. The work focuses on the role of the assistant teacher, the guidance important for the mainstreaming process and other specific recommendations. The practical outcome of this work is a guide for teachers, and others who wish to integrate children with visual impairments and have interest in such dealings. In the thesis the basic points of the issue are recognizes as well as, in an abbreviated form, the methodological issues in regard to children with visual impairments in the classroom. Part of the work is devoted to didactic aids, problems with specially prepared textbooks, leisure activities and a brief introduction to counselling facilities. The text is supplemented by testimonies of interested parties, i.e. parents, teachers, managers, assistants, and of course the children themselves. The aim of the thesis is, therefore, to offer specific recommendations for the individual problem in themed areas. The handbook will also serve as a textbook for a course organized by the Integrace, o.s. and is also annexed to this thesis.
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Integration of students with special needs in high schools
Hrdličková, Jana ; Vítečková, Michaela (advisor) ; Janebová, Eva (referee)
and keywords This work is focused on the integration of high school students with special educational needs. The first part of the work deals with legislation, school counseling facilities, the integration process viewed by schools, attitudes toward handicapped people in our society and other conditions that determine the recent way of integration. The second part of the work is aimed at the integration of high school students who are physically and perceptually handicapped. These students form the most numerous group of individually integrated students at high schools with school leaving exam. The work is also aimed at the individual integration of students with autism spectrum disorders. The reason why this part of the work deals with these two types of integration is that the high school education methodology have been made only for them. The third part contains research that observes experience of teachers teaching integrated students, their professional awareness, the learning process and assessment of individual integration. Keywords: high school, inclusive education, integration of students with special educational needs, teaching assistant, a personal assistant, intact student.
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Meaning of the Teaching Assistant at the Elementary School
Hejduková, Petra ; Kargerová, Jana (advisor) ; Stará, Jana (referee)
This study opens the question of the teaching assistant at the mainstream Elementary schools. It is focused on the role of teaching Assistant in respect to the teachers, the representatives of the school management, pupils and teaching assistants it selves. The core theoretical interest of this study is to describe extensively this position deployed in the Czech Republic Educational System through the inclusive education. The empirical part includes the entire philosophy of employment such a position at the chosen mainstream schools. It survey teaching assistant work while using the form with the open questions for the teachers and teaching assistants, semistructured interviews with the representatives of the school management as well as with the pupils with statements of special educational need. The outcome of the master's project comprise all the conceptions of deployment of the teaching assistant into the Elementary schools and brings the evidence of the usage and benefit of this position.
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Professional training and other educational opportunities of teaching assistants on the process of integration and inclusion of handicapped children
MALIŇÁKOVÁ, Adéla
The introduction to my thesis outlines the view on the integration and inclusion as increasingly used terms, when their meaningfulness is understood by handicapped children´s parents every day. Thanks to the current trend of integrating disabled and disadvantaged children into mainstream education, the work of teacher´s assistents is necessary. It points out their function in inclusion, which is extremely important and hence their knowlege and skills in the handicapped children´s issue should be more than above average. The assistant tutors the child, explains specific tasks, as well as helps the child with his or her personal problems. The thesis also mentions an opinion on the correctness, so that a pedagogcially oriented university graduate had also the competence to bet he teacher´s assistant, because his or her knowledge should be sufficient. This however does not mean that they should not educate themselves any more, and get new information, that is on the contrary. The work with children is a very responsible activity and whoever does it should have the ambitions to improve their knowledge. This bachelor´s thesis is focused on the overview of options of the teachers´ assistants´professional preparation in the current toplist of the South Bohemia region and it maps the available educational courses and offers of school facilities. The thesis is also enhanced by a general overview offer of educational institutions in individual regions of the Czech Republic and school facilities providing additional education or lifelong study. In the theoretial part the thesis focuses on the clarification and explanation of the term ´teacher´s assistant´, its legal interpretation according to the laws of Ministry of Education, Youth and Sports of the Czech Republic. A certain part is devoted to the historical development of the teacher´s assistant´s proffession, and it specifies their work competence. It specifies the current legislative definition of the required education needed for the proffession of assistants, distinguishing the direct educational activity within the class and indirect educational activity that consists of auxiliary educational work. It also explains the difference between the terms ´integration´ - ´inclusion´ and the terms connected to inclusion, e.g. inclusive environment, inclusive school, or inclusive education. It also defines and introduces the reader to individual types of handicaps that might occur in handicapped children´s integration. It specifies the particular conditions of inclusion for given handicap and suitable attitudes towards a functioning integration. In the practical part the thesis specifically maps out the available educational institutions from the region of South Bohemia, their current offers, focus and requirements. Further on it deals with educational institutions offering the study for teachers´ assistants in all the regions of the Czech Republic, including the national organization of the National institute for further edcuation, which cooperates with the Ministry of Education , Youth and Sports of the Czech Republic and with the Eurofound for regional development. All the institutions were addressed during the period of 1 July 2014 and 2 August 2014, addressed through questionnaires sent by emails to specify their activity and the subject taught. A semi-structured interview took place with chosen institutions to clarify information. The research part is terminated with individual interviews with chosen teachers´ assistants from the region of South Bohemia, working at primary and secondary schools, that took the form of semi-structured interviews. The assistants commented on their education, possible obstacles or the perspective of the teacher´s assistant´s proffession.
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Education of Pupils with ADHD at Lower Primary School
PEŘANOVÁ, Denisa
The theoretical part of this bachelor's dissertation is focused on the development of the term ADHD and appropriate terminology. It proceeds from minimal brain dysfunction to actual term of ADHD. The chapter contains the etiology of ADHD, occurence of this disorder, clasification and distinction of ADHD in accordance with the symptoms. In the theoretical part there is a chapter about different manifestations of ADHD and ADD. There is elaborated chapter about the problems of the ADHD child in the lower level of primary school. In the following chapter, there is definition of younger school age and possible problems developing by the ADHD child. There are legal rules relating to the education of ADHD pupils. Another chapter is focused on appropriate educative methods, that are applied during the education of children diagnosed with ADHD, because the right methods of work are pivotal for them. The right form of education for ADHD pupils is provided by the schools in cooperation with educational and psychological counselling offices. Those are very important for solving the educational disorders of ADHD children. They can set up individual educational plan with specific enumeration of appropriate actions for the child. The counselling offices can also recommend the assistent of the pedagogue, who can help the ADHD child and also the whole class. Is is necessary for all of the actors to cooperate to manage the child with ADHD. Multidisciplinary approach is mentioned in the last chapter of the theoretical part of this bachelor's dissertation. If the work with ADHD child is supposed to be effective, it is important for the teacher, family, child and experts to create a union and cooperate. In accordance to the theme of the paper, the qualitative type of research, more specificaly the technique of semistuctured interviews with the respondents, was used in the practical part. Those were realised with the teachers and educational consultants working in two primary schools, special pedagogues and psychologists working in educational and psychological counselling offices. In the research part of the paper, the process and results of the qualitative research is captured. The aim of the paper was to gain the opinions of teachers, educational consultants, special pedagogues and psychologists specialized on the problems of education of pupils with ADHD. In the dissertation, two goals are worded: 1) What are the opinions of selected experts on the topic of education of the children diagnosed with ADHD. 2) What do the experts think about the question if the role of the assistent of pedagogue is beneficial for ADHD pupil. The aims are transformed into the form of questions for the semistructured interview. The research results are backed by the information coming from the interviews with the experts mentioned earlier. The most important outcome of the research is the finding that the role of the assistent of pedagogue is helpful only in the tougher forms of this diagnosis and just on the lower level of primary education. The experts claimed that it is crucial to differentiate bad behaviour from ADHD syndrome. The cooperation of family and school is considered to be very important. The teachers and consultants cowork especially with the family and also with educational and psychological counselling offices, if necessary. Experts apply relaxing and calming methods the most. This bachelor's dissertation arranges authentic experience of the experts with ADHD children from schools and educational and psychological counselling offices. The dissertation shows the information about the problems with the education of the pupils with ADHD and the principles of work with them, that can be useful for larger pedagogical public.
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How the quality of school culture influences the integration of children with ADHD in the classroom
BAMBÁSKOVÁ, Diana
ABSTRACT How the quality of school culture influences the integration of children with ADHD in the classroom Key words: ADHD, teaching assistant, integration, school culture, culture in the classroom, school climate The theoretical part of this thesis describes the basic terms and definitions that are crucial for the practical part of the work, namely general information about syndrome ADHD, terminology, causes of ADHD syndrome, its diagnosis, etc. Afterwards, the attention is paid to the education of students with ADHD syndrome: the general principles of education, legislative framework, but also the integration of pupils and their advantages and disadvantages are mentioned. Forth chapter deals with school culture and school climate and their connections. The practical part describes a case study: the integration of a female pupil, diagnosed with ADHD, who the author of the thesis for a school year 20132014 worked with. The case study paid attention on school education and teachers' attitudes towards the pupil. Methods of teaching and pupil integration into the classroom are described and discussed, mentioned are also care options. The case study is supplemented with a descriptive analysis of the culture of the school to which the pupil was integrated.
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Motivation for a job of teacher's assistant in the system of basic education and the following experience
TRYKAROVÁ, Magdaléna
This diploma thesis focuses on the topic of motivation for a job of teaching assistant and reasons for maintaining in the status. The theoretical part of the diploma thesis is divided into seven chapters. It is mainly focused on development of school integration, pupils with special educational needs and posibilities for taking part into the regular schools in the Czech Republic. It describes attitudes of general public towards people with disabilities, indicators of educational inclusion and inclusive culture of school. It describes the role of a teaching assistant his duties, competences and workload in educational context. The main object of a research presented in the empirical part is to examine the reasons that are related to acceptance of a job of teaching assistant. Furthemore, it analysed motivation for remaining in the status of teaching assistant in a long term. The research was realised by the in-depth interviews.
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The role of an assistant teacher in inclusive education of disabled child in kindergarten
PELCOVÁ, Lucie
This bachelor thesis deals with the role of the asistent teacher in the inclusive education of disabled children in nursery schools. Integration had been taking place over the last couple of years, but lately it has been replaced by inclusion, which is still not realised as extensively as it was originaly intended. Inclusion means integration of pupils with special needs into mainstream education, so that these can fully participace in all activities, as well as of pupils without a disability. Unlike integration, inclusion puts an emphasis on the change of the overall atmosphere and work in the class, which respects the individual needs of each pupil, not only the disabled one. The success of the whole process depends on many factors. One of them is the presence of the asistent teacher in the class which pupil with special needs is educated in. The main aim of the thesis is to show which role plays the asistent in inclusive education of disabled children in nursery school and thus emphasise the importace of his role in the whole process of integration. One of the partial goals of the thesis, derived from the main goal, is to describe the cooperation between the class teacher and the asistent teacher in given class. Last but not least it is also to show the purpose and the benefits of inclusive education of disabled children in nursery school and to find out what opinions do not only pedagogs but also the parents of the disabled children have on this form of education. In the theoretical part free large areas are elaborated on whose content reels off the theme of the thesis. At the begining of each one basic terms are defined, that the given chapter deals with. The first chapter describes different types of disablement. The gratest attention is given to disablements typice for children from 3 to 6 years old, others are only marginally mentioned. The second chapter defines the diference between integration and inclusion with inclusive education characterized in greater detail given the theme of the thesis. In the last chapter we can take a closer look at the professions of asistent teacher and his competencies . It is the last chapter that is most interlaced with the practical part of the thesis, which is focused on the content of the work of an asistent teacher and his position in a class that a disabled child is educated in. Because of the theme of my thesis I decided to use a qualitative research for the collection of the data, using the technique of semi-constructed interviews with individual respondents. In each of the nursery schools I interviewed the director, a teacher and a asistent teacher in the class. Additional way of collecting the data was also involved observation the work of an asistent teacher, which I got to do during my three-week internship in the Jindřichův Hradec nursery school in the last semestr of my studies. When it comes to the work of an asistent teacher, all the respondents agree that it is all about fully asisting the integrated child, which also includes personal asistence. In their opinion the goal of the whole process is to integrate the disabled child into the collective of other children in the widest extent possible. All of the respondents that I approached are unequivocally for inclusive integration of disabled children into nursery schools, which they percieve as positive for both the integrated child as well as the whole collective. It is clear from the results that the role of an asistent teacher is positively percieved by the teachers and it is an integral part in the inclusive education. The results of my thesis can be used as a source of information for all the people who are, like me, interested in the matter. The thesis can also be useful for schools that already have the inclusive education programme or for parents of disabled children who are considering integrating their offspring into the mainstream education.
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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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