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Financial literacy and its inclusion in the curriculum of practical primary schools
Löffelmannová, Anna ; Kloboučková, Jaroslava (advisor) ; Tůmová, Veronika (referee)
The theoretical part of the diploma work defines intellectual disabilities, as well as the possibilities of counselling and educating of pupils with mental disabilities. Further, the thesis discusses education and re-education of pupils with diagnosed mental retardation. It outlines the inclusion of financial literacy into the curricular documents intended for pupils with a mental disability across educational areas with emphasis on mathematics. The thesis introduces materials and their parameters suitable for the inclusion of financial literacy at practical primary schools. The practical part covers experimental education of individual thematic topics of financial literacy at practical primary schools. The carried out initial diagnostics of pupils at a selected practical primary school focused on percentages, simple interest and a family budget. This diagnostics had a general character, as was also verified. Furthermore, the thesis presents a detailed record from own executed teaching with regard to four monitored pupils, including their casuistry. After the completion of the teaching, its success was assessed. The work can be used not only by teachers at practical primary schools but also at ordinary primary schools, because it contains a series of graded tasks that lead to the development of...
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Pupil with specific learning disabilities and mathematics education in the second grade of primary school
Dvořáková, Anna ; Felcmanová, Lenka (advisor) ; Kotvová, Miroslava (referee)
TITLE: Pupils with specific learning disabilities and mathematics education in the second grade of primary school AUTHOR: Bc. Anna Dvořáková DEPARTMENT: Department of Special Education SUPERVISOR: Mgr. Lenka Felcmanová ABSTRACT: The bachelor thesis deals with problems of mathematics education for pupils with specific learning disabilities in the second grade of primary school. Pupils with specific learning disabilities need special education support in mathematics lessons. Mathematics teachers should offer them this support. The level of mathematics education for pupils with specific learning disabilities is dependent on the level of knowledge, skills and the experiences of teachers and on the readiness of a school in dealing with pupils with specific learning disabilities. The theoretical part described problems like the deficits of partial functions, dyscalculia, and pupils with dyscalculia in mathematics lessons. It provides the needed academic foundation for the actual research. The field studies show the results of the qualitative methods of research of the readiness of mathematics teachers and schools in dealing with pupils with specific learning disabilities. It focuses on the needs of pupils and the possibilities for special education support. The thesis evaluates the current situation and...
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Special Education Support for University Students with Dyslexia
Koutníková, Eva ; Felcmanová, Lenka (advisor) ; Hájková, Vanda (referee)
v TITTLE: Special Education Support for University Students with Dyslexia ABSTRACT: The diploma thesis is focused on special education support for university students with dyslexia. The task of the theoretical part is to describe diagnostics, learning strategies, reeducation of dyslexia and possible support for students with dyslexia at the university. The theoretical was drawn from the scientific literature. The aim of practical part is to detect how Universities provide support to their students. The aim was achieved by using analysis of university documents and websites and survey. KEYWORDS: dyslexia, special education support, learning strategies, university, student
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Posibilities of Support for Teaching a Foreign Language to Pupils with Special Educational Needs at Younger School Age
Kramářová, Dana ; Valešová Malecová, Barbara (referee) ; Felcmanová, Lenka (referee)
Doctoral thesis titled Posibilities of support for teaching a foreign language to pupils with special educational needs at younger school age responds to the need to change the traditional approach in teaching a foreign language to pupils with specific difficulties. The aim is to create and map out the possibility of the use of the material-support file didactic aids, created to support the adoption of the selected curriculum in the English language for pupils with specific difficulties and verify his contribution in the field of the achieved knowledge, motivation and their active involvement in education. Partial goal is evaluation of the individual tools, which are processed using the multisenzorial approach and are designed to support the adoption of selected grammatical structures of foreign language (English). Theoretical bases of the current knowledge about specific learning difficulties young learners. Research is based on analysis of identified problem areas and analyzing pupils' acquired knowledge of the English language among pupils research sample, on the basis of which the file support has been specifically presented to pupils of the experimental group. Analysis of the results of the output test of acquired knowledge pupils of the experimental group was focused on mapping the...
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Approaches to inclusive education of students with physical disabilities in elementary schools of the Třebíč region
PLÍŠKOVÁ, Kateřina
The thesis of the topic "Possibilities of the inclusive education of the handicapped pupils at the primary schools in Třebíč´s region" is aimed at the possibilities of integration. Based on the literature sources, individuals with a physical handicap are happen to be the most suitable candidates for the inclusive education. The main obstacles of their schooling at regular primary schools appear to be architectonical dispositions and other people´s attitude. Such integration has been recently discussed quite frequently and currently there is being apparent an effort to obtain equal position and rights for handicapped individuals not only for education but also for status within the whole society. This thesis is divided into theoretical and practical part. The theoretical part is aimed at specification of the term "health handicap" and "physical handicap", furthermore at types of physical defective conditions, their causes, and allied disorders. As the topic prompts the thesis is aimed at education in the main educational stream, especially inclusive one. The author of the thesis has focused on current changes and described specifications of the handicapped individuals´ education. Briefly, there are mentioned schooling consulting services and supportive precautions which mainly cover a position of a teacher´s assistant and an individual educational plan. The introduction of the thesis mainly covers a goal of the thesis, and is focused on techniques and methods. The goal of the thesis is to learn how the primary schools in Třebíč´s region are prepared for the inclusive education of the physically handicapped pupils in the main educational stream. Based on the goal, the author has strived to define the following hypothesis: preparedness of the primary schools is affected by previously obtained experiences with already integrated pupils. A quantitative research has been completed in order to conduct data for the thesis. A questioning method and a technique of the personal questionnaire were used. The results of the questionnaires are added with graphs and tables. All primary schools in Třebíč´s region were addressed. In order to obtain a high level of backflow, the author personally contacted all schools and the questionnaires were physically provided. However, seven schools refused to participate in this research due to a lack of time, interest in research theme, or due to a previously held questionnaires research on the same or similar topic. The research was taken during the months of April and fifty-one schools participated. In order to confirm or disconfirm the hypothesis, the results were sorted separately from the schools which had already had previous experience with integration and those schools which had had no such experience previously. This comparison revealed that preparedness of the schools is influenced by previously gained experiences with the pupils´ integration. The results indicate that 45% of the schools have a certain experience with inclusive education of physically handicapped pupils. Whereas fourteen schools already educate an individual with handicap. These schools faced an issue of architectonical barriers which had to be resolved by either staircase adjustment or installation of a platform, elevator or loan of the stair equipment allowing transport of handicapped individuals. Those schools which are not experienced with integration of physically handicapped individuals have architectonical barriers. Only two schools claimed to be barrier free. Based on the results, it is apparent that another significant factor influencing integration happens to represent people who are part of such integration. Parents, teachers´ assistants and school management are all affected and their cooperation is essential.
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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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