|
|
Professional training and other educational opportunities of teaching assistants on the process of integration and inclusion of handicapped children
MALIŇÁKOVÁ, Adéla
The introduction to my thesis outlines the view on the integration and inclusion as increasingly used terms, when their meaningfulness is understood by handicapped children´s parents every day. Thanks to the current trend of integrating disabled and disadvantaged children into mainstream education, the work of teacher´s assistents is necessary. It points out their function in inclusion, which is extremely important and hence their knowlege and skills in the handicapped children´s issue should be more than above average. The assistant tutors the child, explains specific tasks, as well as helps the child with his or her personal problems. The thesis also mentions an opinion on the correctness, so that a pedagogcially oriented university graduate had also the competence to bet he teacher´s assistant, because his or her knowledge should be sufficient. This however does not mean that they should not educate themselves any more, and get new information, that is on the contrary. The work with children is a very responsible activity and whoever does it should have the ambitions to improve their knowledge. This bachelor´s thesis is focused on the overview of options of the teachers´ assistants´professional preparation in the current toplist of the South Bohemia region and it maps the available educational courses and offers of school facilities. The thesis is also enhanced by a general overview offer of educational institutions in individual regions of the Czech Republic and school facilities providing additional education or lifelong study. In the theoretial part the thesis focuses on the clarification and explanation of the term ´teacher´s assistant´, its legal interpretation according to the laws of Ministry of Education, Youth and Sports of the Czech Republic. A certain part is devoted to the historical development of the teacher´s assistant´s proffession, and it specifies their work competence. It specifies the current legislative definition of the required education needed for the proffession of assistants, distinguishing the direct educational activity within the class and indirect educational activity that consists of auxiliary educational work. It also explains the difference between the terms ´integration´ - ´inclusion´ and the terms connected to inclusion, e.g. inclusive environment, inclusive school, or inclusive education. It also defines and introduces the reader to individual types of handicaps that might occur in handicapped children´s integration. It specifies the particular conditions of inclusion for given handicap and suitable attitudes towards a functioning integration. In the practical part the thesis specifically maps out the available educational institutions from the region of South Bohemia, their current offers, focus and requirements. Further on it deals with educational institutions offering the study for teachers´ assistants in all the regions of the Czech Republic, including the national organization of the National institute for further edcuation, which cooperates with the Ministry of Education , Youth and Sports of the Czech Republic and with the Eurofound for regional development. All the institutions were addressed during the period of 1 July 2014 and 2 August 2014, addressed through questionnaires sent by emails to specify their activity and the subject taught. A semi-structured interview took place with chosen institutions to clarify information. The research part is terminated with individual interviews with chosen teachers´ assistants from the region of South Bohemia, working at primary and secondary schools, that took the form of semi-structured interviews. The assistants commented on their education, possible obstacles or the perspective of the teacher´s assistant´s proffession.
|
guest ::
