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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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