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Learning strategies of students at high school
Koutníková, Eva ; Strnadová, Iva (advisor) ; Felcmanová, Lenka (referee)
TITLE: Learning strategies of students at high school SUMARRY: The bachelor thesis is focused on learning strategies of students at high school with learning disabilities. The task of the theoretical part is to describe principles, methods and compensation aids. The theoretical part I drew from the scientific literature. The aim of my thesis is to reveal learning strategies which students use. I have achieved the aim by using my survey and case studies. According to the survey, most students learn unsystematically and they don't use enough learning strategies. KEYWORDS: Specific learning disorders, learning methods, compensation aids, high school
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Subjektive Defining of Life Goals of Pupils with Behavioural Disturbances
Chaloupka, Jan ; Mottlová, Jana (advisor) ; Felcmanová, Lenka (referee)
Subjective Defining of Life Goals of Pupils with Behavioural Disturbances Author: Jan Chaloupka Faculty of Education, Charles University in Prague - Department of Special Education Supervisor: Mgr. Jana Mottlová Based on studying literature on general pedagogy, special pedagogy and psychology as well as on the author's personal experience with working with pupils with behavioural disturbances, the author proposes a hypothesis, according to which the long-term goal seeking efforts of the majority of pupils concerning socialization and education are absent, distorted and ineffective. The objective of this paper is to confirm or refute the validity of the hypothesis as well as to theoretically formulate impulses for practice. The research was performed on a sample of 120 respondents and a contrastive control group of 30 grammar school students. It was effectuated by means of a questionnaire and complemented by interviews, which are not included in full form for space reasons. The research has shown that in a heterogeneous group of respondents, a majority of two thirds is either incapable of life goals definition or the definition is rather inadequate and unrealistic. The author, however, has identified the reasons for this neither in the faulty family or educational background nor in decreased...
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Prevention of Dyslexia in the Field of Kindergarten Education
Hrušková, Kateřina ; Seidlová Málková, Gabriela (advisor) ; Felcmanová, Lenka (referee)
This diploma final project deals with prevention of dyslexia in kindergarten. Teoretical part has three chapters. In the first part, there is a short survey of the development literacy and definition of foundations of literacy like phonemic awareness and letter knowledge. The second part describes the world of preschooler. There is a short characterization of development of child at this age. The last chapter in theoretical part is called Prevention of Dyslexia. Practical part is based on the questionnaire for teachers. The questionnaire was originally created for the purpose of the international longitudinal study ELDEL ("Establishing the Foundations of Literacy in European Languages"). The aim of this thesis is a bit different from the longitudinal study. The objective of this thesis lay in the description of the structure of teacher's practices in prevention of dyslexia, not just in literacy foundations development and find out, which activities teachers prefer. If they are inspired by czech tradition or if they know and prefer outland views of preventiv dyslexia.
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Possibilities of special educational diagnostis for children with multiple disabilities
Budišová, Eva ; Šumníková, Pavlína (advisor) ; Felcmanová, Lenka (referee)
This diploma thesis deals with a view to the special pedagogical diagnostic issue accordance to the children with multiple disabilities. By these children whose disability is mostly the hardest character is making special pedagogical diagnostic as much as correct and accurate very difficult. This diagnostic is very important for developing an individual plan of a special pedagogical intervention. The work is focused on both the individual areas of special pedagogical diagnostic and the complex diagnostic tools. In these areas are mentioned the methods and the materials of a foreign literature which is possible to use with a group of children with multiple disabilities. In the second part of the thesis are developed the results of a survey which brings a practical look to this issue. All these collected knowledge and experience should have become the benefit which should have been a starting point for searching other partial methods. These methods are dealing, for now, with still newly making issue of special pedagogical diagnostics of children with multiple disabilities.
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