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Child with Special Educational Needs in Preschool
Šišková, Dorota ; Sotáková, Hana (advisor) ; Kucharská, Anna (referee)
This bachelor theses focuses on inclusion of children with special educational needs (SEN) in pre-primary educational facilities. In theoretical section, the concept of inclusion in pre-primary education is introduced followed by the international human rights documents, the legislative framework of the Czech Republic in education. Based on the literature review, facilitators and barriers to inclusive preschool education, characteristics of inclusive kindergarten, and development of a preschool child is presented together with significance of inclusion of a child with special education needs. The overarching aim of the research part is to identify facilitators and barriers in promoting inclusive education in kindergarten as perceived by the teachers. The qualitative research design was applied, namely the semi-structure interviews. Results of the study indicate that teachers consider as facilitators positive attitudes towards heterogeneity, functional cooperation and communication between all stakeholders, the presence of a teaching assistant in the classroom, adequate qualifications and a suitably adapted teaching environment to meet the needs of a child with SEN. On the contrary, shortage of staff, higher number of children in classroom were considered as barriers that make the process of...
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Attitudes of kindergarten teachers to inclusive education
Effenberková, Jana ; Hájková, Vanda (advisor) ; Marádová, Eva (referee)
This diploma thesis deals with problematics of inclusive education in kindergarten. This study aimed to determine kindergarden teachers's attitudes to inclusive education. The other objectives of this project are to analyze proposals and recommendations of addressed teachers concerning increasing efficiency of inclusive education. Apart from that, the present work also describes how teachers perceive the role of teacher assistant in inclusive education. This research is divided into a theoretical and practical part. First part describes theoretical resources of inclusive education in kindergarten. It defines key notions of inclusive education, charakterizes preschool child, kindergarten itself and education of children with special educational needs in kindergartens. The practical part analyzes information, which was gained during dialogues with teachers in kindergarten. The objective of this part was to determine kindergarten teacher's oppinions and attitudes to inclusive education. In a conclusion of the research achieved konwledge is compared with conformable research, which where done in described problematics.
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