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Effect of inclusion on selfconcept of child with visual impairment
SÝKOROVÁ, Adéla
The submitted Bachelor thesis is called The influence of inclusion on the selfconcept of a child with vision disability and it is formed by two parts, theoretical and empiric. The theoretical part is devided into three chapters, where the first chapter deals with the definition of the term vision disability. Except that it also includes information about the kinds of classification of the vision disability, possible etiology of its origins or division of the disability to congenital and acquired. The chapter also deals with the possibilities of education of people with vision disability defined in the Czech Republic legislation. All this concentrates mainly on the area of integration and inclusion of pupils with vision disability with respect to fundamental specificities of this area. The second chapter is dedicated to selfconcept, its parts and development and it also deals with the period of the older school age which is, considering the structure of the research sample formed by three fourteen years old individuals, key for this thesis. The third part then describes methods and styles used for collecting data. The empiric part is based on a quality research. The research was conducted by deep conversations with the subjects, which were, to gain sufficient amount of information, completed with the conversations with each subject´s mother, analysis of personal documents, some medical reports and reports from special pedagogical center or the Center of vision disability. All the collected information was used to form case studies which were then analysed. According to the implemented research it is possible to say that the selfconcept of a child is significantly influenced by the inclusion. However, if the influence is positive or negative depends on the way of its implementation and readiness of all its participants. This Bachelor thesis should bring insight into the issue of selfconcept of a child with vision disability educated in the form of inclusive education. At the same time it could serve as inspirational material for students interested in this issue and also pedagogues dealing with the inclusive education. It could also be an impulse for further studies in this area.
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