|
|
Selected elements of music therapy during musical activities for students of the Elementary School at the Arpida center
SÜČOVÁ, Markéta
This thesis characterizes music therapy, therefore the history, the types, the formes, the methods and the purpose of this therapeutical field. The following chapter focuses on special education and its individual disciplines. The final chapter of the theoretical part describes the models and the structure of music therapy for individuals with special needs. The practical part characterizes the Rehabilitation Center Arpida and further offers four theoretical models of the music therapy gatherings, specifically arranged mainly for the students of the Elementary school in the Arpida Center, which offer musical activities with music therapy elements.
|
|
|
The use of elements of music therapy in working with pupils with special educational needs
MERVARDOVÁ, Miluše
The thesis deals with the elements of music therapy used when working with children in a special elementary school. The thesis describes the connections between sound, methods, functions of heaging and the effect of music on humans. The music therapy section describes the basic components, target groups intervention and the objectives. Furthermore, the thesis deals with the classifications of special pedagogy, behavioral disorders, learning difficulties, physical disabilities, hearning and visual impairment. The practical part describes musical instruments, participants and activities within the elements of music therapy.
|
|
|
Utilization of Maria Montessori Pedagogy Teaching Aids in Classes with Mentally Handicapped Pupils
KABOŇOVÁ, Hana
The aim of the Bachelor's thesis is to evaluate a long-term use of Marie Montessori's teaching aids in education of pupils with mental impairment. The theoretical part outlines a new paradigm of the whole discipline of special pedagogy and defines the subject and objectives of psychopaedia. A separate chapter is The following chapter explains the term mental disability and the development of the related terminology. Dedicated to the teaching of pupils with special educational needs. The last chapter describes the scientific education of Marie Montessori, the principles of Montessori pedagogy as an alternative way of education and is being concentrated on prepared didactic material and its use in work with children with mental deficiency - mental development disorder. The research process in the practical part is implemented by the method of qualitative approach and the research design of case study and partly multiple case study too. Furthermore, there were implemented qualitative data collection techniques such as the method of participated observation and in-depth interview, an analysis aimed at looking into the level of school skills and the results of activity in specific areas during one school year. A researcher's diary and documentation study were used as well. The concluding part presents the succesfull confirmation of the given aim based on the research and obtained theoretical fidings. There is an evaluation and analysis of the achieved educational goals in particular subject matter of Mathematics with a long-term application of Montessori pedagogy teaching aids while teaching particular pupils with mental handicap/disability. The use of other aids of this pedagogical system even outside the observed area proved to be beneficial.
|
|
| |
|
|
The Use of Art Therapy Techniques in Special Education
Kasalová, Markéta ; Komárková, Tereza (advisor) ; Švandová, Martina (referee)
This thesis is coming from the special pedagogy field transformation anticipated by its specialists; with this closely comes an expansion of the tool and competence range of a special pedagogue. The aim and major topic of this thesis is to describe and introduce the techniques and processes of art therapy, which can be used especially by special pedagogues. To this purpose serves humastically oriented direction of art therapy; herein used for the techniques description. The possible art theraypy methods impact is divided in three areas; activation and refreshment, relaxation, social interaction and communication. This division is completed with individual exercises examples and description of their usage within various groups. The text of this thesis also contains a special pedagogic evolution overview and description of its contemporary trends, a chapter dedicated to art, a brief overview of other expressive therapies and an individual chapter of art therapy.
|
|
|
Specific developmental disordersmof scholasticskills and their reeducation
Lorencová, Tereza ; Cintlová, Jitka (advisor) ; Nováková, Ivana (referee)
The thesis describes specific learning disabilities in general with the main accent on dyslexia, dysgraphia and dysortographia. It states causes and displays of SLD and their reflec- tion in children's mental well and the life of their families. It also deals with general reeduca- tion methods of learning disabilities and specific methods of dyslexia, dysgraphia and dysortographia remedy including outline of tools needed for reeducation. It presents care sys- tem for children with SLD in Czech Republic or who may be involved in care and education of these individuals. There are following methods used for the research in the practical part of the thesis: analysis of documentation, observation, interview and processing of casuistries. The research took place in two institutions, which deal with care about children with SLDs. It is the goal of the practical part of the bachelor thesis to present two institutions working with children with SLD, analyze their remedy methods and assemble casuistries of two selected students.
|
|
|
Music therapy in kindergarten
Šírová, Michaela ; Tichá, Alena (advisor) ; Kmentová, Milena (referee)
This work deals with the subject of music therapy in a special kindergarten for the children with combined disabilities. In the theoretical part it clarifies the concept and principle of music therapy and characterizes the types of disabilities that occur at researched clients. As a research method were used observation and interviews with three music therapists from the institution. KEYWORDS Music therapy, preschool education, special pedagogy, group music therapy,individual music therapy, professional assistance.
|
|
|
Frantisek Stampach references Jan Amos Komensky in his work
Walterová, Iva ; Vojtko, Tibor (advisor) ; Mužáková, Monika (referee)
The thesis presents Jan Amos Komensky as an essential source for the pedagogical work of František Štampach especially. Even today, František Štampach still ranks among the inspiring figures in the history of special pedagogy, emphasizing children's social background especially. František Štampach referred to targeted and systematic ideas stemming from Jan Amos Komensky legacy in his publications. The presented work seeks a content and thematic analysis of Štampach's specialist publications in the context of Jan Amos Komensky's ideas. Essential to understanding the broader context of Štampach's work is the period framing - the end of World War II, anticipation and commitment to future generations. KEYWORDS František Štampach, Jan Amos Komensky, special pedagogy, ideological starting points, social provision
|
|
| |
|
|
I feel, taste, smell, hear, see, create! Development of sensory sensitivity through artistic activities in pupils with mental disabilities.
Kűhnelová, Jana ; Jakubcová Hajdušková, Lucie (advisor) ; Mužáková, Monika (referee)
The diploma thesis I touch, taste, smell, hear, see, create! deals with the significance of sensibility in reaching visual literacy in mentally impaired pupils. The theoretical part, based on special literature, devotes the first chapter to mental impairment definitions, education of people and characteristics of individual stages of mental impairment. The second chapter deals with the school subject visual arts education itself and its anchoring in the FEP (The Framework Educational Programme), school visual arts education curriculum at special school in Vrchlabí, specific features of graphic activity in children with mental impairment and visual literacy. The third chapter classifies sensual perception and describes the specifics of each sense individually in a mentally impaired pupil. The introduction of the practical part deals with the characteristics of the special primary school, an interview with a head teacher and the characteristics of individual children. The practical part is based on a proposal of a creative project of special education for mentally impaired pupils. Each didactic line is devoted to a particular development of senses: eyesight, hearing, touch, smell and taste. This creative project was tested at Special Primary School in Vrchlabí with four selected pupils aged from 10...
|
guest ::
