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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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Work with children's literature on the topic of disability with preschool children in kindergarten
Nováková, Kateřina ; Laufková, Veronika (advisor) ; Kadrnožková, Monika (referee)
The bachelor thesis deals with what children's books are suitable for opening the topic of a child's life with special educational needs (SEN) and what methods of working with the book (including reading strategies) to use to convey this topic to children through books. The theoretical part deals with the characteristics of children with SEN in preschool education and their education in preschool type facilities; it further mentions work with a book within preschool children. Based on the obtained information, the analysis of framework educational program for preschool education is performed. It also deals with reading literacy, pre-literacy and its development. It mentions the creation of a positive attitude towards reading and how to work with the book in kindergarten. The practical part posed as a problem the development of prosocial behavior of children through work with a book on the topic of life of children with special educational needs. The practical part focused on whether the children's literature mediating the life of a child with special educational needs is used in kindergarten and whether this topic is not very demanding for preschool children. It was done through individual lessons with three books mediating children with disabilities in kindergarten (Madlenka and glasses, Strakáč...
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Parents attitude to integration of children with special needs to common schools focused on integration of children with autism
Žáková, Lenka ; Šumníková, Pavlína (advisor) ; Mrkosová, Eva (referee)
Instututional education of preschool children is based on individual attitude of the educators at nursery schools. Education of children with special needs is for that reason just siutable at nursery schools where these children can be naturally developed in the group of the same-age children and also the attitudes and values to the dissimilarity of another children are developed alongside. The theoretical part first of all deals with the qestion of the preschool education. Than it concentrates on child with special needs, its family and education. The next specific part describes Autism Spectrum Disorders in detail and the supporting educational aspects of children with autism. The last part deals with the integration problems of children with special needs. The practical part presents the results in sphere attitudes of preschools children's parents to the individual integration of children to common nursery schools and also presents one of the successful examples of individual integration of the child with autism to the common nursery school.
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Child with Special Educational Needs in Preschool
Šišková, Dorota ; Sotáková, Hana (advisor) ; Kucharská, Anna (referee)
This bachelor theses focuses on inclusion of children with special educational needs (SEN) in pre-primary educational facilities. In theoretical section, the concept of inclusion in pre-primary education is introduced followed by the international human rights documents, the legislative framework of the Czech Republic in education. Based on the literature review, facilitators and barriers to inclusive preschool education, characteristics of inclusive kindergarten, and development of a preschool child is presented together with significance of inclusion of a child with special education needs. The overarching aim of the research part is to identify facilitators and barriers in promoting inclusive education in kindergarten as perceived by the teachers. The qualitative research design was applied, namely the semi-structure interviews. Results of the study indicate that teachers consider as facilitators positive attitudes towards heterogeneity, functional cooperation and communication between all stakeholders, the presence of a teaching assistant in the classroom, adequate qualifications and a suitably adapted teaching environment to meet the needs of a child with SEN. On the contrary, shortage of staff, higher number of children in classroom were considered as barriers that make the process of...
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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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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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