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Student with a Specific Learning Disorder - Undertaking Studies at a University
ŠTÁHLICHOVÁ, Klára
Master's thesis on the topic Student with a Specific Learning Disorder-Undertaking Studies at a University is of a theoretical-empirical nature. The aim of the theoretical part of the thesis is to introduce the problematics of specific learning disorders in the context of adolescence and early adulthood. There is also a focus on tertiary education. The empirical part of the thesis the evolves around finding factors which determine the success in finalizing the studies of individuals with specific learning disorders at universities. This work is part of a research project GA JU.
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Academic development of students with learning disability at the Faculty of Science at USB
BOHÁČOVÁ, Lucie
The Master's thesis focuses on the academic development of students with specific learning disorder studying at the Faculty of Sciences at the University of South Bohemia. In particular, the thesis discusses the analysis of individual BA study programmes, where difficulty of the studies and the amount of workload are observed. The conclusions drawn from the thesis will be further utilised in a more general research project conducted by "GA JU". The first part of the thesis presents the theoretical background to specific learning disorders (henceforth "SPU"), their categorisation, symptoms, diagnosis and re-education. Emphasis is pit on their manifestations and diagnosis not only in childhood, but also in the high-school and university environment at the time of adolescence. Furthermore, attention deficit hyperactivity disorder (ADHD) is discussed, also including manifestation in adulthood. The author further analyses university education in the Czech Republic with emphasis on the University of South Bohemia (henceforth "JU"), its history and individual faculties. The empirical part of the thesis is devoted to the analysis of BA study programmes offered by the Faculty of Sciences. The analysis focuses on compulsory as well as restricted elective subjects included in individual study programmes. The attached tables present the amount of credit exams and Zk+ (both credit and an exam) and the requirements necessary to pass the subjects in individual semesters throughout all years. It is from these requirements that the assigned workload is derived, which is then compared to the theoretical knowledge and needs of the students suffering from a specific learning disorder that affects them during their university studies.
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Specific Learning Disabilities at regular Elementary School, Montessori and Waldorf schools with a focus on dyslexia.
BLÁHOVÁ, Petra
This bachelor thesis is focused on Specific Learning Disorder (SLD) and the possibilities of support for pupils with SLD in common primary school and alternative schools with Montessori and Waldorf educational system. The theoretical part of the thesis describes SLD in general, the methods of re-education and counselling with focus on Czech legislative system. It also describes Dyslexia separately as the most common SLD. One chapter of the theoretical part is focused on alternative educational systems of Montessori and Waldorf schools. In the practical part of the thesis there is the description of the research consisted of three case studies of children with SLD and six interviews with both classical teachers and Special Education Needs Teachers in three primary schools one classical public school, one school with Waldorf education and one Montessori school.
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The influence of specific learning disorders on the social integration of a children
POBŘÍSLOVÁ, Barbora
The bachelor thesis discusses the influence of specific learning disorders on the social integration of a child. It is divided into two parts: theoretical and practical. The theoretical part specifies in detail the issue of specific learning disorders, their diagnosis, compensation and reeducation. In subsequent chapters broadly discusses selected disorder, namely dysgraphia and dyslexia and its causes, symptoms, diagnosis and possible correction. Furthermore, the theoretical part focuses on the development period of the age of 12-13 years and provides basic evolutionary theories. The thesis describes the concept of socialization, school class in the meaning of social group and it analyzes in details how specific learning disability affects socialization process. In the practical part the research survey determines how specific learning disorder affects the child in social inclusion, especially in families, schools and classes and in leisure time. Type of qualitative research, such as data processing method uses four case studies. The author relies on interviews, observations and analysis of specialised documents. The research sample consists of four boys aged 12 to 13 years diagnosed with specific learning disorder. The aim is to determine whether and how the learning disorders affect selected child in the socialization process, in leisure time or in a family.
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Child with risk for learning disabilities
LEXOVÁ, Kateřina
This thesis deals with determining the risks regarding specific learning disorders in preschool children. The work is divided into two parts. The first part is theoretical and the second one is practical. The theoretical part focuses on issues connected with specific learning disorders. The issues contain four chapters. The first chapter is divided into definitions, types, causes and manifestations of specific learning disorders. The second chapter deals with general diagnostics, the diagnostic in the first grade and specialist centres. The next chapter describes the child's characteristic. Its physical, emotional and cognitive development. The last chapter deals with prevention, describing various diagnostic tests and methods. The practical part introduces the standardised test used, results of the research survey and the following interpretation of the results. The aim of this work was to find out whether the standardised test could be used in preschool education. The quantitative method was used for fulfilling the goal.
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Formative assesment of a pupil at primary school
Kuldová, Jana ; Hejlová, Helena (advisor) ; Tomková, Anna (referee)
Book description KULDOVÁ, Jana. Formative evaluation of the pupil on the 1. the degree of primary school: Diploma thesis. Prague: Charles University, Faculty of education, Department of primary education, 2014. 118 sheets, 12 sheets of annexes. Senior thesis PhDr. Helena Hejlová, PhD. Abstrakt The aim of the thesis is to determine how can school the formative evaluation to create conditions for the promotion of pupils ' personal and social development in General, and especially on vulnerable groups of children in schools in the children's home with the school. The theoretical section discusses the formative school ratings, its features and specifics of the socialization and personality development of the students. The second area, which is the theoretical part, the possibilities and limits of the school are teaching younger school-age children in institutional care. The practical part of a proposal for a concept of the formative evaluation of the school, which has an impact on the social development of children with ordered institutional and protective upbringing. This concept is based on an analysis of the conditions and requirements laid down in the national evaluation of school curricular documents and school education programmes in schools and case studies school at the children's home with the school....
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Integration of pupils with learning diorders to the basic schools.
IGNATIDISOVÁ, Šárka
The dissertation investigates the integration problems of children with specific learning disorders into standard elementary schools. The theory focuses on different types of specific learning disorders and educational therapy, it then deals with the actual process of integration, how the integration should be executed, and what influencing factors may be present. It also considers individual educational programmes which are connected to the topic as well. The practical part is based on research that was executed via a questionnaire. The research was undertaken in six different elementary schools where the respondents were teachers of various teaching qualifications. The aim was to find out whether the teachers believed that the integration is beneficial to the children or not and to understand their perspective on this issue. Further on, the dissertation introduces casuistries of two pupils who suffer from learning difficulties. This is to present examples of situations where the integration works and where it does not work.
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