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The integration of a student with ASD and its impact of the school class as social group
HOLMANOVÁ, Barbora
?The integration of a student with ASD and its impact of the school class as a social group? is topic of my dissertation. The dissertation focuses on the inclusion of student with ASD in regular primary school (inclusion), legislation dealing with this topic and related terms such as a support measures, teaching assistant etc. Last but not least, I also focused on Asperger?s syndrome, its causes and symptoms. The main goal of the dissertation is to find out what are the impacts of integration a student with ASD on the class as a social group and what advantages and disadvantages follow from the integration.
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Professional competence in relation to education of children and pupils with special educational needs from the perspective of kindergarten and primary school teachers
SASKOVÁ, Sabina
The bachelor's thesis deals with professional competencies from the point of view of primary and kindergarten teachers towards the education of children and pupils with special educational needs. In the introductory chapter, the concepts of inclusive education, the division of inclusive education into preschool, and basic and support measures are defined. The terms pupil with special educational needs, types of education for these pupils, and the counseling system in the Czech Republic are defined in the second chapter of the theoretical part. The last chapter of the theoretical part is devoted to the teacher, his personality, and competencies in the education of children and pupils with special educational needs. The practical part tries to fulfill the research goal, which is to find out and describe, from the point of view of kindergarten and primary school teachers, their professional competence towards the education of children and pupils with special educational needs. To achieve the research objective, a mixed type of research was chosen. Quantitative research was conducted in the form of a questionnaire survey, in which a total of 112 elementary and kindergarten teachers participated. The data obtained from the questionnaire survey were analyzed and sorted by first-level procedures and are subsequently presented in graphs. To increase the quality of the research, one semi-structured interview was conducted with a primary school teacher who has experience in educating pupils with special educational needs. From the results of the research, we can conclude that pedagogues approach the education of children and pupils with special educational needs mostly positively. However, there are deficiencies in the education and training of teachers to accept these children in their classes. The vast majority of educators use self-study to feel competent enough. However, exactly 77.5% of the teachers who participated in the research rate their work very positively and were satisfied with their pedagogical skills in the education of children and pupils with special educational needs. This bachelor's thesis can also be used to optimize educational programs for primary and kindergarten teachers in the education of children and pupils with special educational needs.
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Support for the adaptation of pupils with ASD in school classroom
OPLETALOVÁ, Dominika
The diploma thesis deals with supporting the adaptation of pupils with autism spectrum disorder in the school classroom. The aim of the thesis is to describe how the support of adaptation in the school environment and the inclusion of pupils with ASD in the school classroom. The theoretical part of the thesis is focused on the complex definition of autism spectrum disorders with manifestations and specifics that appear in pupils with ASD. Then it describes the possibilities of inclusive education with recommended approaches to these pupils and counselling services including support measures used in education. The theoretical part also describes the possibilities of supporting the adaptation and inclusion of pupils with ASD in the school classroom. The practical part of the thesis is focused on the issue of adaptation of pupils with ASD through qualitative research. The aim of the research investigation is to find out how teaching staff support the adaptation of pupils with ASD to the school environment and its inclusion in the school classroom. In addition, what specifics in the adaptation of pupils with ASD are perceived and taken into account by pedagogical staff. Last but not least, the difficulties and risks encountered in the adaptation and education of pupils with ASD are identified. The research is carried out by means of semi-structured interviews and observations. The thesis presents validated and recommended strategies and methods of work for pupils with ASD in adapting to the school environment and for their easier integration in the classroom collective. Among the most important are: visiting the school before starting school, peer-to-peer information transfer, structured learning, motivation and targeted work with the class collective. The cooperation of class teachers and teaching assistants is indispensable here. The special education centres have a major role in this issue, which are present in the entire process of adaptation and education of pupils with ASD.
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Advantages and disadvantages of inclusive education in the second stage of basic education
ZELENDOVÁ, Eliška
The thesis deals with the advantages and disadvantages of inclusive education. It focuses on the inclusion of all individuals in the second level of primary school in the education system and specifically on the perception of this issue by school staff. The theoretical part provides general information about inclusive education. It defines the basic concepts related to inclusion, the status of inclusion in the Czech Republic and describes the people involved in inclusive education. The practical part focuses on teaching staff. A qualitative research is used to find out their attitudes, opinions and experiences with inclusive education and whether they see advantages or disadvantages in inclusive education.
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Comparison of case studies of methods used for students with Mild Mental Disability at primary schools and primary schools established under paragraph 16, section 9th Education Act
Papežová, Jindřiška ; Hejlová, Helena (advisor) ; Kadrnožková, Monika (referee)
DIPLOMA THESIS Comparison of Case Studies of Methods Used for Students with Mild Mental Disability at Primary Schools and Primary Schools Established under Paragraph 16, Section 9th Education Act Jindřiška Papežová ABSTRACT The diploma thesis deals with comparison of the application of possible support measures for pupils with mild mental disabilities in primary schools and primary schools established pursuant to Article 16 (9) of the Education Act. The aim of the work is to point out available support and the use of support measures in the context of education of pupils with mild mental disabilities in primary schools and primary schools established pursuant to Article 16 (9) of the Education Act. This issue is interconnected with inclusive education. The diploma thesis is divided into a theoretical part and a practical part. The theoretical one aims at specifying the concept of mild mental retardation and defining a pupil with a mild mental disability in the context of education. The theoretical part is focused on the characteristics of persons with mild mental disabilities, inclusion of the pupil in the class collective, and subsequently it presents support measures that are expanded to include the use of digital educational tools in the education of pupils with mild mental disabilities. The practical...
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Possibilities of inclusive education within the 1st stage of primary school
Machová, Eva ; Poche Kargerová, Jana (advisor) ; Vallin, Petra (referee)
The thesis entitled "Possibilities of Inclusive Education in Primary School" discusses inclusive education with a closer look at its application in primary school. The theoretical part of the thesis focuses on defining the concept of inclusion and terms related to it, introduces the background and principles of inclusive education and describes international conventions and national regulations that are central to the application of inclusion in the Czech environment. The thesis shows the principles of implementation of inclusive education in the Czech Republic and offers possibilities of evaluating the pro-inclusiveness of education. The second chapter of the theoretical part is devoted to the education of pupils with special educational needs in primary school, presents the system of education of these pupils and focuses on the actors in inclusive education - pupils, teachers and teaching assistants. The chapter also focuses on the guidance system in the school system and the support measures provided to pupils with special educational needs. The last chapter of the theoretical part characterises the private school system. The practical part focuses on a particular primary school and the possibilities of inclusive education at this school. It describes the support measures for grades 1-3 of...
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Inclusive education with a focus on the pupil with a different mother tongue
Štefková, Martina ; Kovaříková, Miroslava (advisor) ; Syřiště, Ivo (referee)
The diploma thesis "Inclusive education with a focus on the pupil with a different mother tongue" is divided into two parts. The theoretical part is based on the basis of a professional literary research of the chosen issue, in which the author focuses on the pupil with special educational needs from a different socio-cultural environment, on a pupil with a different mother tongue who is educated at a regular primary school. In the introductory theoretical part, the author deals with migration, multiculturalism and briefly introduces the country, the national minority, where the student with a different language comes from. The author also includes an explanation of the terms such as intercultural identity, communication-language and integration of foreigners to this topic. In the second chapter of the theoretical part of "Inclusive education" of the pupils with specific educational needs, the author focuses on pupils with a different mother tongue. It also presents the relevant legislative documents and introduces terms such as bilingualism, counselling facilities, support measures and defines the personnel position of teaching assistants. In this part, the author also focuses on school facilities, school climate, teaching multicultural education in schools, describes interventions in the event of...
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Attitudes of the Czech Public to an Amendment to the Education Act, Currently Proposed Measures and Inclusive Education – August/September 2023\n
Weikertová, Štěpánka
As part of a periodical survey conducted by the CVVM from August to September 2023, selected citizens over the age of 15 were surveyed about their opinions regarding the inclusive education. Specifically, we examined views of the Czech public on whether children with physical, sensory or mental disabilities, children of foreign nationality, Roma children, children from poor or vice versa wealthy families and gifted children should be educated in mainstream classes. We also examined attitudes to measures implemented by an amendment to the Education Act and to currently proposed measures.\n\nCzech citizens most often support measures regarding the preschool education. On the other hand, the least popular measure is a proposal to extend compulsory education to 10 years which is supported by less than a third (33 %).
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Czech and Finnish primary school teacher in the background of inclusive education
Bačová, Veronika ; Tomková, Anna (advisor) ; Štech, Stanislav (referee) ; Krčmářová, Tereza (referee)
The dissertation addresses the issue of primary school teachers in the conditions of inclusive education in the Czech Republic and Finland. The aim of the whole thesis is to create and compare real profiles of Czech and Finnish teachers with an emphasis on finding out what is behind the quality of inclusive education in Finland and how these findings can improve inclusive education and the teaching profession in the Czech context. The key aim is to create a profile of the primary school teacher in inclusive education, i.e. the teacher's conception of the teacher's educational processes, competences and the real conditions that the teacher needs to work in a heterogeneous classroom. In order to achieve the aim, a comparative nature of the work and a qualitative case study design was chosen, where the case is understood as a primary school teacher against the background of inclusive education - the total number of participants is 20 teachers (10 Czech and 10 Finnish). Content and thematic analysis of Czech and foreign sources were chosen as the main methods to secure data, and the findings became the basis for further reflection and the creation of semi-structured interviews and observations. For data processing, the case studies of individual participants were used in the first round of data...
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