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The established practices in inclusive education in Germany
PÍCHOVÁ, Martina
The thesis deals with the issue of the integration of established practices in inclusive education. As a target country for processing has been selected the Federal Republic of Germany. The first part deals with basic facts about migration of foreigners to Germany with the respect of current events. It also addresses the topic of integration, where are mapped the general integration efforts from the government, organizations and volunteers. Then the thesis is focused on the issue of provision of language courses and inclusive education for children of foreigners. These theoretical parts are complemented by real observations from the German environment. Final theoretical part is about multilingualism, with an emphasis on teaching the main language in the classes for foreigners, qualification and competence of teachers, principles and methods of teaching the second language which is relevant for these classes. The practical part creates the concept of teaching immigrant children by using theoretical information. It includes intercultural aspects and the most intensive way, how to transmit the information. Last part contains description of teaching course, which was implemented in practice.
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Examples of successful integrations of students with physical disabilities in the mainstream education
HEŘMANOVÁ, Michaela
This bachelor thesis deals with the examples of successful integration of students with disabilities in the mainstream education in České Budějovice and nearby. The integration of students with the disabilities is currently widespread and it can be frequently found in common types of schools. The thesis consists of three parts: theoretical, practical and appendix. The theoretical part of this thesis discusses the basic concepts which are related to the disability. The most popular types of the physical disability are divided and described there. In the following part a pupil with his special educational needs and learning opportunities is characterized in terms of the legislation. The study also deals with the concepts of integration and inclusion. The term integration is legislatively known in the Czech Republic since 1989. In the process of integration, the supportive measures for the pupils with special educational needs are considerably important. They are e.g.; the early custody and the special educational support. This type of integration should be prepared and planned thoroughly before its creation. The factors that affect this process play an important role in the proces of integration. These factors are particularly; the family, especially the parents, school, class groups, teachers, counseling, diagnosis, and also the form of integration. In any case the main aim of this study is to find and describe the examples of successful integration of students with disabilities in the mainstream education. Moreover, the partial goals are to find out the factors which are positively influencing this process as well as the factors that are not desirable in this process. The another objective is to identify the level of the teamwork between the school, parents and the school counseling facility and then between the cooperation with fellow pupil, teacher's assistant and the classroom teacher. To achieve the above mentioned practical goals the qualitative research has been used. The data were collected with using of the questionnaires and semi-structured interviews. The research sample consisted of five students with disabilities who were integrated in mainstream elementary schools in České Budějovice and also in the surrounding area. Furthermore, the research group was made of the parents and classroom teachers of the integrated pupils. The questionnaires with the opened questions were created for these pupils and their parents. The surveys differed in the varied number of questions and their content. In addition the semi-structured interviews were conducted with classroom teachers of the integrated pupils. On the basis of the results, it is apparently evident that the most important factors affect the integration of the human factors. All the people, involved in the integration, are the most important factors for the success of the process. It is a collaboration of the parents and school, teacher's assistant collaboration with the classroom teacher, assistant teacher working with an integrated pupil, pupil´s positive acceptance from the mainstream classmates and the school cooperation with the special educational center. The cooperation between all the stakeholders is essential for the successful integration process. Furthermore, the supportive measures which are important could be for instance; the special methods, compensation, rehabilitation and teaching aids, special teaching materials and more. The highest possible supportive measure is to establish a teaching assistant profession. This work also describes the examples of the successful integration while each of them is unique. There is no precise instruction how to provide the successful integration. It always depends on the capabilities of the school and on the individual skills of integrated pupil. Each student needs to be supported by the different security measures which can help him to overcome the obstacles that cause a physical disability.
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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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Inclusive education in kindergartens.
MLEJNKOVÁ, Jana
The theme of my Bachelor thesis deals with situation of inclusive education in the common kindergartens. In the theoretical part I deal with explanation of meaning of terms integration, inclusion and inclusive education. I also deal with age bracket of children in preschool age and their upbringing and education. The conclusion of the theoretical part is dedicated to the situation of inclusive education in our republic according to the accessible sources. The practical part points at Pilsen region. In the practical part I determined main goal to find attitudes of pedagogical workers and founders of kindergartens towards inclusive education. The partial goals were: find the attitude of teachers of kindergartens towards integration and inclusive education, then the deeper insight to attitudes of teachers who have already had a child with disability in their class during their practice. For the completion of the whole situation I also find out the attitudes of headmasters and founders of kindergartens towards this issue.
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The inclusive education in Federal Republic of Germany
PÍCHOVÁ, Martina
The bachelor's thesis focuses on the issue of the inclusive education in our neighbouring country, Federal Republic of Germany. It deals with the integration of children of foreigners into the German schools. The first third of the thesis is devoted to the migration of foreigners into Germany and associated facts. The up-to-date situation of the German immigration and asylum policy is presented here. Subsequently we come to the issue of the integration of foreigners, where the general efforts to achieve integration are described. The second third of the thesis deals with the issue of education. The information presented and processed range from the most general information to the educational system of the Federal Republic of Germany and situation on the individual types of schools up to the inclusive education to which we devote attention theoretically as well as from the viewpoint of the public, children and teachers. The last part of the thesis follows up and develops this complex of knowledge. This last part consists of the chapters devoted to two selected federal countries Saxon and Hessen, with the closer description of the individual attitude of each country. The chapter concerning Hessen is supplemented by the analysis of the class reserved exclusively for the children of foreigners based on observations and talks with the employees of school as well as children.
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Possible Limits of Inclusive Education for Children, Pupils and Students with Medical Disability in České Budějovice.
NOŽINOVÁ, Kateřina
The bachelor thesis deals with the possible limits of inclusive education of children , pupils and students in České Budějovice who are physically disabled. In the theoretical part I define terms such as inclusion, integration and inclusive education also from the legislative point of view and I characterise the means of special pedagogical support. Next I dedicate to etiology and classification of a physical handicap. In the practical part I set a goal to specify the advantages or possible disadvantages of inclusive education of children, pupils and students with physical handicap in České Budějovice. I chose qualitative type of research and the technique of controlled dialogues. I adressed three nursery, elementary and high schools where a disabled pupil is individually integrated. In every school I also spoke to the head teacher and a teacher and I asked them different questions. In the research I found out that most of the adressed head teachers had enough information about inclusive education, some schools are even joined in the project of inclusive education support. For the head teachers the advantages of inclusive education are seen in integration into everyday classes, cooperation and communication with other classmates. The main disadvantage is lack of financial resources and insufficient conditions for inclusive education. From the teachers´ point of view integration is perceived positively although it is quite hard work for them and assistents. Most teachers do not agree with integration of a pupil with serious handicap. All teachers and head teachers agree that integration is dependent on conditions and possibilities of every school.
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Options for inclusive education of children with physical disabilities in the Písek region´s kindergartens
ŠINDELÁŘOVÁ, Eva
This thesis focuses on the issues of inclusive education of children with special needs in common preschools. The first part includes theoretical introduction to the issue. The author describes different types of physical disabilities, specifics for children of preschool age and the basis of inclusive education. The inclusive education is compared with integration. In the second, analytical part the reader can find results of executed research. The research was based on two methods. The first one was the method of half-structured interviews; the second one was of printed questionnaires. The thesis has character of a case study, yet the results are not intended to be generalised about all common preschools in the region. Nevertheless it offers an actual reflection of stated issue in the region of Písek. The findings gave the idea of the attitude of public towards inclusive education of children with special needs, following with the level of public awareness about this phenomenon.
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The role of special teachers in schools in inclusive education of children, pupils and students with disabilities
ROMOVÁ, Eliška
This bachelor thesis deals with a special education teacher?s role in inclusive education of children (pupils, students) with special eduacational needs in the ordinary school. The aim of this thesis was to focus on the role of a special education teacher in inclusive education. It explains and emphasize the importance of this profession. The theoretical framework defines the concept of integration and inclusion. It describes the history of integration and its existence in documents. The process of inclusive education is analyzed with respect to different special needs. Educational consultancy facilities and consulting services for individuals with disabilities are also mentioned. The practical part investigates teacher?s activities and responsibilities in inclusive education. The method of participant observation and structured interviews with teachers and parents of integrated children (pupils) were used. Special Education Centre and Pedagogical-Psychological Counselling were contacted. Two nursery schools and an elementary school were visited by the author of this thesis (along with special teachers). Children with different dissabilities were observed. Finally, the thesis presents the research results: A great importance of a special teacher?s role in inclusive education is blatantly obvious. Positive relationships among a special teacher, a child, a teacher and child?s parents are essential. A comprehensive approach to an integrated child is apparent: a special teacher is a kind of mediator during an integration. He informs and presents the process and procedure of all activities to teachers and teaching assistants. Therefore, his profession is extremely important and almost indispensable. The thesis can contribute to all the students who are interested in this issue. It can also help the schools with inclusive education. Last, but not least, parents of children with special educational needs (SEN) find many answers for their questions here.
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Admission options of student with physical impairment with assistance dog at elemetary schools in Pilsen district
SMOLOVÁ, Magdalena
This thesis examines options of student with physical impairment to have itegrated education in Pilsen district if he needs an assistance dog. Theoretical part is summary of disabilities, inclusive education, history of approach to impairment students in Czech Republic and legal approach to integration and inclusion. Further more the thesis characterize importance of assistance dog for impairment student and his family and there are explained in detail how are assistance dogs trained and passed to impairment student. Empirical part contains questionnaires from elementary schools in Pilsen district. Samplecontains answers from directors of schools, because they are deciding about access of disabled student with assistance dog to the school. Possitive approach about assistant dog presence have directors who were informed enough about these issue from lectures and publicpresentations about these dogs. The decesion-making are influenced by social-psychological factors too.
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Integration and education of children with disabilities in primary schools in the chomutov region
KOLÍNKOVÁ, Michaela
The topic of the Bachelor Thesis relates to the integration and education of children with a bodily handicap in basic schools in the Chomutov Region. In the theoretical part of my thesis I deal with the terminology of the integration and definition of the term of bodily handicap, and I describe the development of the school integration in the Czech Republic, while I focus particularly to the support of the integration in terms of the legislative and economic funding. I aim at the role of special-pedagogical centres and pedagogical-psychological consultancy offices in the process of integration. The main goal of my thesis was to identify how the conditions of integration are fulfilled from the point of view of the Headmasters of schools, teachers, assistants, pedagogues, and, but not limited to, the parents themselves. For the satisfaction of the main goal, I set up three partial goals. At first, to identify the financial conditions of the integration, at second, to find out the extent of the awareness of the pedagogues, and at first, what the activity of special- pedagogical centres is, and/or of the pedagogical-psychological consultancy offices in this area of their professional work. For my research, I used a questionnaire survey at which I attempted to find out the opinions, attitudes and experience of the pedagogues as well of the parents of the integrated pupils. For the survey at the consultancy school facilities I employed the methods of a semi-controlled interview. Through my survey performed, I managed to find out that the addressed respondents showed, in the majority of the cases, a positive approach to integration. The Headmasters of schools see, as the core one, the problem of insufficient financial funds for the integration. The teachers particularly encounter partial problems directly at the time of teaching. The approach of all assistants of pedagogues to integration is positive, however their workload is not clearly defined. From the parents' point view, the conditions for the integration are good, and they see in it an unambiguous benefit for their children. Integration in the Czech Republic is legislatively supported, but in the normal life of schools it however has been facing both the financial and practical difficulties. Because in the Chomutov District, there is only a special-pedagogical centre aimed at defects of hearing, I believe that a facility focused on all types of handicap would be vastly beneficial.
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