|
|
Possibilities and diversification of inclusion at primary school: Case study ZŠ Horní Stakory
Matesová, Radka ; Janebová, Eva (advisor) ; Kasíková, Hana (referee) ; Šubrová, Anežka (referee)
Thesis focused on finding the conditions of successful inclusive education to the specific primary school. In the theoretical part defines the concepts related to an inclusive education, compares the various authors, the principles of inclusive, sees the inclusive education in the world and in the Czech Republic. Further mentions that the school climate is one of the most important conditions for successful inclusion. Compares the for and against inkluzivního training, its contribution to the school, and all participants in the educational process. Part of the research is focused on the readiness of the particular primary school to inclusive education.
|
|
|
Free time programs for Roma
Zelinková, Barbora ; Šotolová, Eva (advisor) ; Mlčková, Marie (referee)
The bachelor thesis introduces various organizations that deal with the problematics of the Roma ethnic group. It is focused on the contemporary situation of the Roma and for Roma organisations in the Czech Republic, their provided services and the way of their financial support. The work also gives information of the representative organizations which provide mainly free time programs for Roma kids and teenagers and it introduces their particular activities. The essential meaning of streetwork and the institutions focused on the children and teenagers from the socially weak environment is explained here as well. The problematics of Roma children educational proces is also mentioned. The practical part of the thesis concentrates on the Daytime centre for the kids and teenagers in Žďár nad Sázavou. Its contemporary condition and merit of the programmes are evaluated here.
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
| |
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
guest ::
