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Amendments unrelated to the subject-matter of a bill in the legislative practice of the Czech Republic
Fenclová, Martina ; Suchánek, Radovan (advisor) ; Syllová, Jindřiška (referee)
of the Thesis "Amendements unrelated to the subject-matter of a bill in the legislative practice of the Czech Republic" The aim of the thesis was to describe the matter of amendments unrelated to the subject- matter of a bill. The first chapter of the thesis gave an introduction into the legislative procedure in Czech Republic and presented possible ways how an unrelated amendment can become a part of a bill. The second chapter was focused on unrelated amendments themselves. Firstly, it explained their essence and gave examples. Afterwards, unrelated amendments were characterised from different points of view, e.g. who and why iniciates them, why are they problematic, and how they can be sorted. The third chapter paid attention to selected decisions of the Constitutional Court of Czech Republic. The fourth chapter presented possible ways of how to prevent legislators from adding unrelated provisions to the bills according to contemporary rules and also mentioned possible ways how legislative rules can change.
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The specifics of social integration of children with disabilities at primary school age in the extra-curricular education
FENCLOVÁ, Martina
The aim of this thesis was to analyse and compare the specifics of the social integration of pupils with disabilities at the lower school age, in the classroom and in after-school centres. In the first chapter of the analytical section, I address the specific notion of social integration, its definition and references to various possible explanations of this term. Further on, I characterized the process of integration of the individual into society and introduced some documents which are key to this process. The methodology for support of the development of the school curriculum in leisure and hobby training responds to the need to further develop the school curriculum within the school organisation. Because the success of social integration can be affected by a number of factors, it was necessary in this thesis to define them more closely. The second chapter dealt with the specifics of social integration of the pupil in the classroom and in the after-school centre. I address especially the possibility of use of support measures, diversity in the quality of schools and school organisations and of the teachers operating in them and others. After analysis of the above specifics, I moved onto to the realization of qualitative research. Research sample included pupils with visual impairments, Down syndrome and atypical autism. To obtain the data, I used the method of in-depth semi structured interviews, passive observation and the sociometric questionnaire B-4. Based on the collected data, I created three case studies. In each of them I compared the specifics of social integration in the classroom and in the after-school centre individually. To meet the objectives of the work I subsequently undertook a comprehensive comparison of these specifics. In some cases, the after-school centre and school class were the same. This was especially the case in the number of pupils. A higher number seems to be unfavourable for both facilities and limiting to successful integration. Also, the quality of teachers in both cases played a big role. I got very different results in the areas of the possibilities for pupils to self-realise and develop self-confidence. Although in both cases the initial possibilities and capabilities of the individual were the same, the possibility for self-realisation was provided much more effectively by the after-school centre. Within freely chosen leisure activities the integrated pupil has the opportunity to achieve success and fulfil its goals. This leads to classmates having a more positive perception of it and to easier integration. One of the surveyed areas was social interaction and space available for its implementation. For both facilities a teacher and their willingness to offer space is a precondition. Yet I came to the conclusion that the after-school centre offers this space more naturally and widely. This is due to the format and content of after-school centres, within which individuals have the possibility of constantly interacting and practicing their social skills. On the other hand, a major difficulty can be presented by children's hobby clubs. This is due to the numbers of pupils which are now attending these hobby clubs in place of after-school centres. After an overall comparison of the different specifics, it can be stated that it is not possible to say with certainty which facility offers better conditions for social integration. It always depends on the many factors which enter the process. These factors, of course, in the case of after-school centres play an even more significant role. Due to this variability, after-school centres can offer social integration a large space. Likewise they can to a large extent make integration of a pupil difficult or even impossible. The acquired outcomes of this thesis could be used by primary school teachers and educators in after-school centres as an incentive for addressing and improving the quality of integration of pupils with disabilities.
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