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The influence of social climate in classroom on a self-concept of pupils with specific learning disabilities
Matějková, Veronika ; Pelikán, Jiří (advisor) ; Počtová, Lenka (referee)
The influence of social climate in classroom on a self-concept of pupils with specific learning disabilities. The aim of the thesis was to outline the problems of the self-concept of pupils with specific learning disabilities in the classroom social climate. The thesis has the form of an overview study followed by a research probe into the given problems. The theoretical part of the thesis deals with the definition of the following main terms based on the literature studied: specific learning disabilities, self-concept, social climate in the classroom. Furthermore, symptoms of the specific learning disabilities and their impact on the self-concept of pupils within the social climate in the classroom are described. The practical part of the thesis deals with the research probe. The research sample is represented by seven classes of 7th and 8th grade pupils from two Central Bohemia schools and three Prague schools. The research probe has the form of a non-standard survey study. In conclusion, the necessity of further research in the area is emphasized. Key words Specific learning disabilities, self-concept, social climate in classroom, academic self-concept
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Self-concept of a child with specific learning disorders at first grade of primary school
Šrůmová, Zuzana ; Uhlířová, Jana (advisor) ; Stará, Jana (referee)
Thesis focuses on self conception of primary school children impaired by specific learning disabilities. Based on case histories of nine children it states factors influencing the building of a self concept, and also follows a development of monitored children. The theoretic section defines a conceptual framework based on characteristics of a preadlolescent child with specific regard to her/his sensoric, cognitive and emotional development, with regard to development of child's self concept and to specific learnind disabilities in general. It describes the stage of children's development and learning disorders they are afflicted by. The practical section of the thesis describes case histories of nine pupils (and their development), which the author of the thesis followed for two years. The group consists of 9 pupils (2 girls and 7 boys). The thesis gives a thorough view on self conception of monitored children, their positionin the school group and areas of succes, it shows the individuality of each child's personality and his/her life story.
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"The Positive Aspects" of Dyslexia
Brancuská, Hana ; Morávková Krejčová, Lenka (advisor) ; Gillernová, Ilona (referee)
This thesis deals with the so called "positive aspects" of dyslexia, specifically enhanced creativity in dyslexics. It has recently become common to associate dyslexia not only with its symptoms and deficits, but also to emphasize its possible gains. Anecdotal evidence refers to enhanced creativity and more specific abilities of individuals with dyslexia. Based on the results of foreign studies that suggest a relationship between dyslexia and increased creativity, this research study was carried out in the environment of Czech secondary schools. The research group consisted of 67 adolescents with dyslexia and 67 intact counterparts at the age range from 17 to 20 years (including 108 boys and 26 girls). The data were obtained via figural Torrance Test of Creative Thinking. We then compared levels obtained within experimental and comparison groups in three specific fields - originality, elaboration and provision of non-standard and unusual responses. This was to lead to confirmation (or refusal) of a presumption that dyslexics show significantly higher scores in all three areas. Although the overall results of the research did not demonstrate a significant difference between the groups, we observed a trend indicating a higher score in dyslexics in all the defined areas. Results of our research study...
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Morphology development in children at family risk for dyslexia - contribution to study prerequisites for the development of literacy skills in children at risk for dyslexia
Kučerová, Tereza ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
A b s t r a c t This thesis is a part of the project concerning risk factors of manifestation of specific learning disabilities in children at risk of dyslexia. Specifically, it deals with the development of morphology in children with family history of specific learning disabilities. Children in preschool and early school age have been repeatedly within three years tested with a diagnostic tool called Test of morphological awareness based on the Test of language (Žlab, 1992). The aim of the study was to map the development of several sub-areas of morphological skills (gender forms, plural nouns, past tense and 3rd person singular verb, adjectives derivation and grammatical agreement). Several issues were concerned. First, whether the development of children in this age group is still ongoing and so if the performance is improving. Second, whether there are differences in the development of children from an intact group (with normal speech development) and a risk group (children from families where at least one parent has suffered from specific learning disabilities). Third, whether is the development influenced by intelligence or sex. Performance of children was also assessed qualitatively with respect to specific language features included in the monitored areas of morphology. The conclusions of each...
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Reading of adolescents with specific learning disabilities
Břečková Chalupová, Eva ; Kucharská, Anna (advisor) ; Jošt, Jiří (referee) ; Morávková Krejčová, Lenka (referee)
The thesis investigates reading problems among adolescents with specific learning disabilities. The theoretical part of the paper outlines theoretical fundamentals of reading problems, different approaches to specific learning disabilities, reading particularities and reading related skills among adolescents and adults. The research part of the paper comprises the analysis and interpretation of data obtained via a comparison of the reading performance of students with specific disabilities and the performance of intact student population. The main goal of the thesis is to detect basic reading characteristics among adolescents with specific learning disabilities.
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Evaluation of school leaving exam in foreign languages regarding the needs of students with learning disabilities
Vráblíková, Kateřina ; Felcmanová, Lenka (advisor) ; Mužáková, Monika (referee)
The bachelor's thesis deals with essential knowledge concerning learning disabilities, focusing mainly on reading disorder and disorder of written expression. It covers information about history and contemporary form of school leaving exam, including its modification for students with special needs. The thesis deals in detail with issues connected with maturita exam in foreign languages taken by the students with specific learning disabilities. A questionnaire was used as an exploratory method in the practical part. The questionnaire was intended for teachers of grammar schools, vocational schools and training institutions, who are certified evaluators of writing and speaking with the update for evaluation of SPU-O category. Most of the teachers think that the needs of students with learning disabilities are respected in school leaving exam. However, many of them were not able to review the objectivity of rating. It is necessary to raise awareness of specific learning disabilities not only among general public but also among educators. Keywords: specific learning disabilities, school leaving exam, maturita exam in foreign languages, students with special needs, SPU-O category
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Self-concept of adolescent individuals with specific learning disabilities
Matějková, Veronika ; Zemková, Jaroslava (advisor) ; Mrkosová, Eva (referee)
The self-concept of adolescent individuals with specific learning disabilities The aim of the bachelor's thesis is to be involved in self-concept of adolescent individuals with specific learning disabilities. According to the literature studied, the main terms specific learning disabilities and self-concept are defined. The thesis has the form of a survey study focused on the individuals with specific learning disabilities. It examines the symptoms of specific learning disabilities and the impact on self-concept of adolescent individuals. Furthermore, a survey is conducted on a sample of three boys and two girls. All the respondents are adolescent and diagnosed with the specific learning disabilities. Finally, the necessity of further research in this area is suggested. Key words Specific learning disabilities, self-concept, adolescent
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Use of experiential pedagogic methods in systematic work with pupil's group
Ušáková, Veronika ; Valentová, Lidmila (advisor) ; Pavelková, Isabella (referee)
Use of experiential pedagogic methods in systematic work with pupil's group The goal of this paper was to create and realize a supportive stimulative program for a group of elementary students with specific learning disabilities focused on support of positive self-concept and self-evaluation, which have been decreased in case of school unsuccessfulness and on development of student's social ability. The supportive and stimulating program comes from theoretical findings in the area of experiential education, social psychology and psychology of personality. Keywords Supportive stimulative program, experiential education, self-concept, self-evaluation, social ability, specific learning disabilities
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