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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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