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Problematic situations from the perspective of a teacher assistant in terms of his profession
Benešová, Gabriela ; Němec, Zbyněk (advisor) ; Kotvová, Miroslava (referee)
An author of a diploma theses is interested in problematic situations of an assistant pedagogue's profession. The theses is devided in two parts- teoretical and practical. The teoretical part introduces to readers a czech education system and an inclusive education. Subsequent parts deal with an assistant's work, a personality and a cooperation with a school management, teachers, students with special needs and their parents. In this chapter we can find main problems of an origin of problematic situations. In last two chapters the author shows the most problematic situations and possibilities of a prevention against problematic situations even not just for the assistant. In the practical part there is a metodology and characterictics of the research. The author used the quality research especially the combination of a questionnaire and an interview. The main aim of the theses is to describe problematic situations of the assistant pedagogue's in his profession. The partial aim of the theses are: to find out the potential impact of the conflict on human health and suggest solution how to prevent problematic situations in assistants' job. The presentation of results is in the end of the theses and reviewed in duscussion. KEYWORDS a teacher's assistant, an inclusion, a cooperation, a comunication
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Child with visual impairment in a mainstream kindergarten from the perspective of teachers
ŠMITMAJEROVÁ, Šárka
The topic of my bachelor´s work is called: "A child with a visual impairment in a common nursery school as viewed by teachers." The aim of the work is a detailed analysis of the common nursery schools´ preparedness for an acceptation of a child with a visual impairment. Within the analysis, it has been found out what the tecahers have been missing for the education or development of such impaired children, whether they have been lacking certain tools, didactic or compensational, whether the have been in a need of other support, and if so, what kind of support would that be. There in the theoretical part the visual impairment is defined, the most common visual impairments of pre-school children are classified as well as the view of the visual impartments issue as a whole is, and the development of the visual perception of children of up to the age of six. Further on, the usage of didactic and compensational tools is being described there. The issue of inclusion from the purview of our legislation as well as a clear list of consultancy services are also a part of the theoretical part. The practical part is based on a qualitative research. The method of semi-structured dialogues with teachers of selected common nursery schools in the South Bohemian region, mainly the České Budějovice area, has been used. The respondents have been working in public nursery schools and in one private. As the research has shown, the respondents have not been preparing for the acceptance of a child with a visual impairment, mainly for reasons of their common daily issues they have been solving (e.g. the adaptation of small, two-year-old children). Those who have had such a child in their class have been preparing for such situations by reading learnt literature pieces, having dialogues with the children´s parents and searching for relevant information on the internet. The children with visual impairments have had no more serious problems with socializing in the common nursery school. The research has further shown that the respondents consider the inclusion ill-considered, mainly due to a high number of children in classes, a needed individual approach and a lack of qualified assistants.
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