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Parent´s attitude to inclusion in kindergarten
KRAJCOVÁ, Karolina
The Bachelor's thesis deals with parent's attitudes to inclusion in kindergarten. The aim is to map parent's attitudes to inclusion in kindergarten in a small town and to map a support that kindergarten provides parents to create positive attitudes. The theoretical part of the thesis includes basic areas of the theme - inclusion, legaslation, attitudes to inclusion and their forming. The practical part of the thesis presents and analyses qualitative data obtein by interviews with parents and teachers.
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The way to diagnosis and intervention in kindergarten
PÁNKOVÁ, Jana
This bachelor thesis deals with the topic of a child with special educational needs in a common nursery school and the teacher's approach to this issue. The main aim of the research is to follow the process of pre-diagnosis of a child in a kindergarten, where teachers observe developmental differences or special educational needs, and to what extent this knowledge leads to intervention. The thesis is divided into two parts. The theoretical part deals with the issue of education of individuals with special educational needs, diagnostics of preschool children, and the personality of a kindergarten teacher who is in direct contact with these children. In the practical part, we learn about the course of the investigation. The method of data collection is an in-depth interview with selected kindergarten teachers who have experience in educating a child with special educational needs in a regular kindergarten.
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Family and school in the process of inclusion
Venclová, Kateřina ; Hanyš Holemá, Irena (advisor) ; Splavcová, Hana (referee)
The thesis is devoted to inclusion in preschool education with a focus on the child's family. The theoretical part deals with inclusive education, defines the basic concepts, related legislation, describes the benefits and risks of inclusion in the light of current knowledge. Attention is paid not only to the characteristics of pre-school education, but also to the inclusion of children with special educational needs in kindergarten. A separate chapter deals with the issue of the family of a disabled child and also describes some aspects of the cooperation of the family with the nursery school. The family plays a vital role in the development of the child, so the family context in which the child grows up is also essential for understanding the child's individuality and developmental needs. The theoretical knowledge is followed by a research investigation. The practical part introduces qualitative research, which aims to bring experience with inclusive education in kindergarten from the perspective of parents. The research focuses on families of children with disabilities and disadvantages, which are currently included in the category of persons with special educational needs under the legislation. The aim of the qualitative research is a detailed examination of the issue of inclusion in...
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Inclusion in the Pre-school Education System
Vlachová, Jana ; Hájková, Vanda (referee)
The rigorosum thesis deals with the inclusive education in nursery schools in the Czech Republic. It is based on specialized literature, an overview of legislative changes in preschool education and longtime experience of its author, a preschool special educator. The thesis consists of three parts. The first, theoretical one, defines basic concepts and cornerstones of school inclusion as well as the role of its main actors from the point of view of both positive and negative impacts the school inclusion may have on them. It also brings a brief outline of the preschool inclusive systems in Great Britain, Sweden, Norway and Finland. The second part gives an overview of the preschool inclusive education in the framework of current Czech education system including some information and experience gained during the author's professional carrier. Personal experience of visits to some nursery schools in Sweden and Finland is also included. The third part of the thesis brings findings of a quantitative survey oriented to expert and lay attitudes to the preschool inclusion. It examines the attitudes and opinions of some inclusion actors, namely professional teachers and parents, in the first years of its implementation providing a perspective on preparedness of the respondents for inclusion. The survey...
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Teaching assistant and his application in preschool
Zemanová, Oldřiška ; Hanyš Holemá, Irena (advisor) ; Loudová Stralczynská, Barbora (referee)
Diploma thesis "Teaching assistant and his application in preschool" discusses the profession of a teaching assistant, his work in educating not only children with special educational needs, but also children without special educational needs and his collaboration with other educators. It deals with everything that an assistant should do and it also provides a summary of opinions and practical experiences of teaching assistants. The thesis is divided into theoretical part and empirical part. Theoretical part consists of four chapters and research part consists of one chapter. The first chapter defines the concept of a teaching assistant, the second chapter points out the differences between personal assistant, assistant for socially disadvantaged and assistant for disabled. The third chapter is dedicated to the importance of a teaching assistant in inclusive education and the fourth chapter deals with cooperation between teachers and teaching assistants. The empirical part contains of the research carried out from a combination of qualitative method, which has the form of a semi-structured interviews, and quantitative method, which was done through a standardized questionnaire. A qualitative method was carried out with selected teachers and teaching assistants, whereas parents attended quantitative...
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Use of diagnostic material in the field of reader preliteracy in children with special educational needs
ŠIMEČKOVÁ, Jana
The bachelor thesis focuses on the use of worksheets as a diagnostic material in the framework of reading literacy in children with special educational needs. The aim of the work is to determine the success and suitability of these worksheets in the group of children with diagnosed developmental dysphasia and groups of children with diagnosed developmental dysphasia and associated ADHD. The thesis is divided into two parts, theoretical and practical. The theoretical part deals with the theoretical background regarding the concept of reader literacy and its anchoring in the frame curriculum. It also deals with the roles and possibilities of developing perceptually motor and cognitive processes within the reader's pre-school education in pre-school education. The attention of the theoretical part is also focused on the personality of a pre-school child with special educational needs, the issue of children with disturbances of attention of ADHD and children with impaired communication ability. At the end of the theoretical part are presented the basic concepts of pedagogical diagnostics, its conception in the frame curriculum for pre-school age and the possibilities of this diagnostics in kindergartens. In the practical part, the research questions related to the topic are set and a qualitative survey of ten pre-school children with special educational needs is carried out. Diagnostic material (worksheets) has been developed within this survey. These diagnostic sheets are then evaluated for success and are monitored for any pitfalls when working with them. In conclusion, the research questions are answered, and an overall summary of this research is carried out.
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Music activities at a nursery school and the options of their utilisation for children with special needs
PAJEROVÁ, Klára
The bachelor´s work is divided into theoretical and practical part. The theoretical part is dedicated to the education in the kindergarten with emphasis on the Framework Education Programme for Preschool Education. In this part there is an analysis of the above-mentioned document from the perspective of the presence of musical activities in the kindergarten. Furthermore, I address the musical activities in the pre-primary education which are divided into four parts. The last chapter is dedicated to the child with special needs. In the practical part there is a quantitative research the results of which are the processed and evaluated questionnaires that were sent out to the kindergartens (ordinary as well as special ones) with the children with special needs. Next point of this work is my own proposal of music and movement activities which serves as an inspirational material for the kindergarten teachers.
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The role of special educator in the inclusive education of child with special educational needs in kindergarten
ŠTEFANOVÁ, Adéla
This bachelor thesis deals with the role of a special educator in the inclusive education of child with special educational needs in a kindergarten. The aim of the thesis is to evaluate the role of the special educator from the point of view of pedagogical staff of kindergartens and from the point of view of a special educator from a school counseling center. Another aim is to find out if teachers would appreciate establishing the post of a special school educator in kindergarten and in case they have already established it, whether the kindergarten benefits from it. In the theoretical part, there are defined the terms such as integration and inclusion and its relationship, the current situation in the Czech republic and the legislative background. In this section there is also specified the inclusive education in kindergarten and defined the term child with special educational needs. The thesis further focuses on personality of the special educator, his activities at school and school counseling centre within the process of ongoing inclusion, and finally with his own education. The last chapter of this part is focused on selected specifies in the inclusive education for childern with disabilities. There is a qualitative research carried out in the practical part, where are interviews conducted with thirteen pedagogical workers of kindergartens and one special educator from the school counseling centre. The research method is semi-structured interview, which allows one to turn from pre-prepared questions to the more relaxed conversation. In one case the interview is conducted via electronic correspondence. The output of the bachelor thesis is an evaluation of the role of a special educator from the point of view of pedagogical workers. The pedagogical workers of kindergartens rated this post in the inclusive education as very beneficial and important, at the same time, many of them do not feel sufficient assistance and support from a special educator in the education of a child with special educational needs. The special educator from the school counseling centre has confirmed that his role is essential and in the context of inclusive education well founded. In spite of that, due to the large number of children with special educational needs in schools and due to the fact, the job is demanding and time-consuming, it is impossible to take well care of all children and schools as would be required. Most of the pedagogical workers would appreciate establishment of the post of special school educator in their kindergartens, because of the overall support in the education of children with special educational needs.
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