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Academic self-concept of gifted children in special and regular classes
REŽNÁ, Michaela
The bachelor thesis aims to map self-concept of gifted children. The theoretical part deals with the term of giftedness, characteristics of gifted individuals, their identification and education and it also deals with the topic of self-concept. The empirical part presents the results of mixed research, which was carried out since november to december 2020. The data were collected using czech version of SPAS (Students' Perception of Ability Scale) and semi-structured interviews. The research sample consisted of pupils attending 3rd to 5th grade, the quantitative part of the research included responses of 36 respondents, the qualitative part of the research analysed interviews with 10 informants. The main aim of the research was to compare academic self-concept of gifted children educated in classes established specially for them with academic self-concept of gifted children integrated in regular classes. The results of the quantitative part of the research did not show any significant differences in academic self-concept between these two groups. The qualitative part of the research, however, pointed out a few differences between gifted children in special and regular classes, these differences pertained social relationships in school context.
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How to choose secondary school for a child with specific learning disabilities
Matějková, Veronika ; Zemková, Jaroslava (advisor) ; Felcmanová, Lenka (referee)
How to choose a secondary school for a child with specific learning disabilities The aim of the diploma thesis was to outline the current situation in the secondary school choice for pupils with specific learning disabilities and to arouse discussion about the topic. The thesis has the form of an overview study followed by a research probe. On the basis of the research probe, stages of secondary school choice are specified and recommendations regarding the choice are presented for the pupils with specific learning disabilities. The theoretical part of the diploma thesis deals with the definition of the following main terms based on the literature studied: specific learning disabilities, self-concept and career counseling. Further, the thesis includes a description of symptoms of the specific learning disabilities that are connected with the preferred strategy for secondary school choice. In the practical part of the thesis, the research probe is provided. The research sample is represented by pupils with specific learning disabilities attending the 9th grade of school in four regions (Prague, Pilsen, Ústí nad Labem and Moravian-Silesian region). The research probe has the form of a non-standard survey study, the results of which have both quantitative and qualitative value. In conclusion, the...
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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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