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Successfulness of integrated pupils involved in inclusion education at schools related to Arpida centre,in mainstreem education
HONNEROVÁ, Anežka
Educational integrity is a term used quite often at present. It means the involvement of pupils with special needs in the main educational process. The expression integration also means complete involvement of the person among intact part of population. School/ educational integration is a very demanding process. Its success depends on many factors and it is not always easy to achieve it. Obviously, integration has its limits, which relate to the degree and type of the handicap. There appears incomprehension of both teachers and classmates many times. I have chosen the topic dealing with the success rate of integrity of the children from the rehabilitation centre for disabled people ARPIDA in České Budějovice (later only ARPIDA) as I had experienced the process of integrity on my own. I had begun attending the centre in the second year of the primary school and I finished the first stage of the obligatory school attendance there. Then I returned to the primary school in Dubné, where I accomplished basic education. I started studies at Bishop Grammar School of J. N. Neumann in České Budějovice the same year, where I graduated successfully four years later. After that I enrolled the Faculty of Health and Social Studies at the University of South Bohemia., where I have been studying the branch of Special Pedagogy. As for the theoretical part of my thesis I define not only basic terms such as integration, inclusive education, individual curriculum, a teacher´s assistant, a disabled pupil, the characteristics of disability, a pupil with a physical disability, cerebral palsy, spastic triparesis, congenital spina bifida, a pupil with a physical disability and his self-esteem among intact classmates, the family and its influence on the inclusive process of a pupil, but also, last but not least, the centre ARPIDA. I have analyzed factors influencing integration as well. I have tried to find out how disabled pupils are integrated among their peers. The aim of the thesis is to monitor and find out the success rate of inclusive education of former child clients of the centre ARPIDA, who were later involved in the main educational process and they study at college or university now. In the research part of the thesis I have attempted to find out whether the children from the district of České Budějovice who had attended the centre ARPIDA integrated in the main educational process successfully. I have included four respondents who used to be clients of the ARPIDA centre in my research. All of them were integrated together in the basic educational process at primary school in 2003. Three of them attended the same classes as I did in the centre. The main aim is to monitor and determine the success rate of inclusive education. Casuistries describe the course and the results of the integration. I used different research methods: anamnesis, observation, secondary analysis of data and an interview belong to them. I had asked two questions in the research part, to which I searched for answers after that. At first I assessed each of the respondents individually and then all of them together. In conclusion, I consider it necessary to mention that the respondents agreed their families, classmates and teachers´ friendly attitude helped them a lot while being integrated. Mostly they found the transfer from the ARPIDA centre to primary school the most difficult while one of them had difficulties when finishing primary school and beginning studies at grammar school. I have found out, as the result of my research, the integration of the monitored respondents was successful.
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