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Role of a special educational centre in training teachers to educate children and pupils vith autism spectrum disorder
Morávková, Šárka ; Šumníková, Pavlína (advisor) ; Květoňová, Lea (referee)
The basic theme of this work is characterization of the role of Special Educational Centre in the training of teaching staff educating pupils and children with autism spectrum disorder. Theoretical knowledge in the field of autism and education of individuals with disabilities is compared with the content of specific educational seminars and with questionnaire survey from its participants. The analysis of the survey documents and reflects the needs of teachers and it is the basis for the workshop design optimization as well. The result of the presented work emphasizes the need to professionally educate teachers in the field of autism.
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Methodological cooperation of school counseling facilities in Mlada Boleslav with basic schools in which the pupils with special needs are integrated individually
Kubalová, Jana ; Felcmanová, Lenka (advisor) ; Zemková, Jaroslava (referee)
The bachelor thesis focuses on the evaluation of the role of school counseling facilities and their cooperation with primary schools in the integration of disadvantaged pupils into regular classes, especially in connection with the creation and adjustments of an individual education plan for these pupils. The thesis is divided into two parts. The theoretical part describes the necessary supportive measures and content of consulting services for the education of pupils with special educational needs, benefits and content of activities of school counseling facilities. The theoretical part has been elaborated based on the study of scholarly literature. The practical part is devoted to a research aimed at finding forms and efficiency of cooperation of counseling facilities with primary schools integrating pupils with disabilities in Mlada Boleslav.
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The Signification of Specially Education Centers in the Area of the Education of Children with Mentally Affected
Vejdělková, Monika ; Lorenzová, Jitka (advisor) ; Charyparová, Michaela (referee)
This dissertation focuses on the importance of specialist pedagogical centers in educating mentally handicapped children. In the theoretical part the importance of specialist pedagogical centers in educating mentally handicapped children is arranged through the listing and description of their activities. At the same time this part also describes current possibilities for educating mentally handicapped children in the Czech Republic and explains the basic terminology related to this issue. The empiric part of the dissertation (the empiric survey) follows the importance of specialist pedagogical centers from the point of view of parents with mentally handicapped children in respect to how they perceive the impact of the intervention of the specialist pedagogical center in Ústí nad Labem on selected categories in educating mentally handicapped children. The view of the importance of specialist pedagogical centers in educating mentally handicapped children is completed at the end of this dissertation by cases interpretation of three clients of the specialist pedagogical center in Ústí nad Labem, which presents practical activities of specialist pedagogical centers in different phases of cooperation with mentally handicapped children and their families.
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The role of a special educator in the process of balancing of a family with the birth of a child with serious disabilities.
KOBERNOVÁ, Nicola
The thesis deals with the process of balancing of a family with the birth of a child with serious disabilities. Concretely it deals the role of special educator in this process. The theoretical part of the thesis is focused to family and siblings of the child with serious disabilities and the strategies of coping of a difficult life situation, the so-called coping. It clarifies the issue of serious disabilities. It pays attention to the system of special education centers and their frequency shows an example of centers in South Bohemia. Concretely it concentrates on a special educator, their profile and system of education. The aim of investigative part of the thesis is to find out what role of special educator in process of balancing of a family with the birth of a child with serious disabilities is. To fulfill this aim interviews with mothers of the child with serious disabilities were carried out. During interviews emphasis was put on to ascertainment what they see the importance in the profession of special educator in and which way meetings with them were realized. The investigative part contains detailed description of the investigative aim and investigative question. In this part it is used the qualitative investigation by means of which the investigative aim is ascertained at five respondents. As a method of acquisition of data questioning was used particularly the technique of the nonstandard intimate interview. The outcome of the investigation points at the fact that particular meetings are very individual. It is possible be verify by comparing of gained data which present the fact that particular meetings are different for example in length, frequency, even in content. Families agree that importance of special educator they see they can consider them for support in process of coping with the given situation. Their help they regard as irreplaceable. The purpose of thesis is to points at relevancy of services provided by special educator. According to gained information it is possible preconceive that it is necessary to improve the system of foreknowledge about subsequent help. Possible means could be for example edification of special educator services, convenient interdepartmental cooperation at good level and increasing of special educator competence.
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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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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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Integration of children with autism into school
MATASOVÁ, Kateřina
Integration of children with autism into school I use the theoretic part of my Bachelor thesis to define the symptoms and partial syndromes of the autistic spectrum on the base of professional literature. Further I focus on the concept of integration and on the description of institutions for education of children with autism. At the end of the theoretic part, I state the methods used when working with children with autism. The goal of my thesis is to ascertain how teachers master the education of children with autism, what obstacles and positives they see in it. I see the following research questions: {$\bullet$} what are the goal of education of children with an autistic spectrum disorder from the teacher{\crq}s point of view {$\bullet$} what needs do children with autistic spectrum disorder have from the teacher{\crq}s point of view {$\bullet$} how the teachers cope with their work The research part of my Bachelor thesis is processed on the base of the information obtained in from of interviews and observation. It is qualitative research using the questioning and observation method and the technique of data collection with the help of structured interview. The research set consists of teachers of elementary, special and practical schools of České Budějovice working with children with autistic spectrum disorder. The interview was made with three class-teachers, three teacher assistants and one personal assistant. The research took place at four different schools; I visitek two elementary schools and two special elementary schools. I received the contacts to schools where pupils with autistic spectrum disorders are integrated from the Special Pedagogical Centre of České Budějovice. I come to the conclusion that all the questioned teachers are interested in the issue of autism; they are able to define, on the base of their knowledge, the goals of education of their pupils and to meet their needs in classes in most cases. They admit that the work with a child suffering from an autistic spectrum disorder is more demanding but they take it as integral part of their work. I think that the way of the teachers` mastering the education of children with autism depends on their knowledge and possibilities of full use of their knowledge in practice. The teacher see the cooperation with family as a great positive of their work; they depend on the information from the parents. The parents` interest can be motivating for further work of the techers; therefore I consider such cooperation indispensable. I think it would be appropriate to have all parents informed about the workshops and meetings organized especially by the Pedagogical Centre or possibly to organize such meetings regularly within each classe. The only obstacle to successful education of children with autism is their handicap itself from which all the above stated problems result. But, according to the teachers, it is possible to work with every problem, just because they knot what it results from. I think that even that obstacle can be overcome by preventing the possible problems with the help of the family or maybe other professionals.
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Recognizing of rights of mentally disabled individuals and school integration.
CZINEGOVÁ, Eva
The attitude of society towards persons with mental disabilities and recognizing their rights and dignity are important evaluation aspects of the society. The Czech Republic follows modern European trends that provide the mentally disabled with the same extent of activities as people without disabilities. As a topic of my thesis I have chosen the mentally disabled children´s right to education. The thesis addresses attitudes of primary school headmasters as well as attitudes of the staff of special education centers for children and youths with mental disabilities to integration of pupils with mental disabilities into a regular primary school. The theoretical part of the thesis deals with important documents discussing the rights of individuals with mental disabilities. It describes not only mental disability and its degrees, but in particular education of children with mental disabilities in schools set up for pupils with special educational needs and the possibility of integrating these pupils into mainstream education. The theoretical part is followed by the practical part. The objective of the thesis was to identify the attitude of primary school headmasters as well as that of the staff of a special education center for the mentally disabled staff to the integration process of children with mental disabilities into mainstream primary schools and implementation of the right to education of children with mental disabilities. The research was conducted by the interrogation method using anonymous questionnaires. The results show that a majority of primary schools headmasters in the South Bohemian region support the right to education of pupils with mental disabilities in the form of their integration into regular classrooms. All the respondents, both primary school headmasters and the special education center staff, give the priority at education to individual learning abilities of each child with a mental disability. At the integration of a pupil with a mental disability into a regular primary school the crucial criterion is health and social motivation, not economic motivation. This thesis can be used as a survey of current attitudes and opinions of primary school headmasters and special education centers´ staff on the possibility of pupils with mental disabilities integration into mainstream education.
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Integrated pupil with the autistic spectrum disorder and pupils in the class
PAPANOVÁ, Andrea
The objective of this work is to research and find social relationships, understanding and attitude towards integrated children with the autistic spectrum disorder in the environment, where they dwell for the longest period, with exception of their stay in families, i.e. in their class collective. The purpose of this work is to find out not only relationship and attitude of pupils in the class towards an integrated pupil, but also towards a teaching assistant operating in the given class.
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