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The individual integration of a pupil with Intellectual and Developmental Disabilities in the first grade of primary school from the teaching assistant´s point of view
ZUBOVÁ, Pavlína
The aim of the bachelor's thesis is to clarify the course of individual integration in a selected pupil with Intellectual and Developmental Disabilities in the first grade of primary school from the teaching assistant´s point of view. The theoretical part defines the concept of integration and then describes its implementation, it also deals with special pedagogical support. One chapter is dedicated to the topic of the teaching assistant. The final chapter clarifies the issue of Intellectual and Developmental Disabilities, characterizing specific features and outlining strategies in the educational process. In the practical part, the research is processed qualitatively in the design of a case study of a selected pupil. Using methods of document analysis, interviews and observations during one school year with the support of the content analysis. The subchapters define the procedure of the research investigation, leading to the achievement of the set goal. On the basis of the research investigation and the acquired theoretical knowledge, the fulfillment of the set goal is confirmed at the end of this bachelor's thesis. The course and the resulting changes in the individual integration of pupil with Intellectual and Developmental Disabilities are explained in selected skills in the subjects Czech Language and Mathematics. At the conclusion, it is also confirmed that the method of integration and individualized teaching, which was applied in this case study, proves to be beneficial in many respects despite the resulting difficulties.
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Special pedagogical support in the field of work preparation for people with multiple disability
Nováková, Kateřina ; Němec, Zbyněk (advisor) ; Hájková, Vanda (referee)
The diploma thesis on the topic Special pedagogical support in the field of work training of persons with multiple disabilities aims to clarify the issue of work training of students of the One-Year Practical School and the Two-Year Practical School and their subsequent employment. The work is divided into several parts, the theoretical part is focused on information from professional publications and electronic sources, which describes the basics of this issue, which is an integral part of the topic. Furthermore, the theoretical work reveals the definition of the term person with disabilities, the specification of multiple disabilities and related terms such as education of people with multiple disabilities, vocational training and employment. It also describes the possibilities of connecting social services with education, social services that students can use within the Arpida Center. The practical part of this diploma thesis was divided into two parts. In the first part, a semi- standardized interview with open-ended questions was used to find out how employees who work with students of the One-Year Practical School and the Two-Year Practical School at the Arpida Center help to integrate into the open labor market. In the second part, case studies were processed that are related to the...
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Approaches to inclusive education of students with physical disabilities in elementary schools of the Třebíč region
PLÍŠKOVÁ, Kateřina
The thesis of the topic "Possibilities of the inclusive education of the handicapped pupils at the primary schools in Třebíč´s region" is aimed at the possibilities of integration. Based on the literature sources, individuals with a physical handicap are happen to be the most suitable candidates for the inclusive education. The main obstacles of their schooling at regular primary schools appear to be architectonical dispositions and other people´s attitude. Such integration has been recently discussed quite frequently and currently there is being apparent an effort to obtain equal position and rights for handicapped individuals not only for education but also for status within the whole society. This thesis is divided into theoretical and practical part. The theoretical part is aimed at specification of the term "health handicap" and "physical handicap", furthermore at types of physical defective conditions, their causes, and allied disorders. As the topic prompts the thesis is aimed at education in the main educational stream, especially inclusive one. The author of the thesis has focused on current changes and described specifications of the handicapped individuals´ education. Briefly, there are mentioned schooling consulting services and supportive precautions which mainly cover a position of a teacher´s assistant and an individual educational plan. The introduction of the thesis mainly covers a goal of the thesis, and is focused on techniques and methods. The goal of the thesis is to learn how the primary schools in Třebíč´s region are prepared for the inclusive education of the physically handicapped pupils in the main educational stream. Based on the goal, the author has strived to define the following hypothesis: preparedness of the primary schools is affected by previously obtained experiences with already integrated pupils. A quantitative research has been completed in order to conduct data for the thesis. A questioning method and a technique of the personal questionnaire were used. The results of the questionnaires are added with graphs and tables. All primary schools in Třebíč´s region were addressed. In order to obtain a high level of backflow, the author personally contacted all schools and the questionnaires were physically provided. However, seven schools refused to participate in this research due to a lack of time, interest in research theme, or due to a previously held questionnaires research on the same or similar topic. The research was taken during the months of April and fifty-one schools participated. In order to confirm or disconfirm the hypothesis, the results were sorted separately from the schools which had already had previous experience with integration and those schools which had had no such experience previously. This comparison revealed that preparedness of the schools is influenced by previously gained experiences with the pupils´ integration. The results indicate that 45% of the schools have a certain experience with inclusive education of physically handicapped pupils. Whereas fourteen schools already educate an individual with handicap. These schools faced an issue of architectonical barriers which had to be resolved by either staircase adjustment or installation of a platform, elevator or loan of the stair equipment allowing transport of handicapped individuals. Those schools which are not experienced with integration of physically handicapped individuals have architectonical barriers. Only two schools claimed to be barrier free. Based on the results, it is apparent that another significant factor influencing integration happens to represent people who are part of such integration. Parents, teachers´ assistants and school management are all affected and their cooperation is essential.
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