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Support of teachers in education of children with developmental dysphasia in a regular kindergarten.
Teichmanová, Andrea ; Klenková, Jiřina (advisor) ; Korandová, Zuzana (referee)
The master's thesis is focused on speech therapy. The aim of the thesis is to support pedagogues in the education of children with developmental dysphasia in a regular kindergarten. The thesis has a theoretical and a practical part. The theoretical part is divided into three chapters. The first chapter deals with inclusive education and education options for preschool children with impaired communication skills. The next chapter is focused on the characteristic of impaired communication skills - developmental dysphasia, i.e. on its causes, symptoms, diagnosis, and therapy. The last chapter describes the qualifications and professional competence of a regular kindergarten teacher and his role in the education of children with impaired communication skills, namely developmental dysphasia. The practical part of the thesis studies the orientation of ordinary kindergarten teachers in this issue. The research was conducted in the form of interviews with twelve teachers of ordinary kindergartens, and then processed by thematic analysis. In conclusion, a recommendation for practice is created, which serves as a basis for supporting teachers of ordinary kindergartens in the education of children with developmental dysphasia. KEYWORDS Developmental dysphasia, ordinary kindergarten, teacher of ordinary...
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Special educational support for children with multiple disabilities in preschool
Havelková, Markéta ; Šumníková, Pavlína (advisor) ; Zemková, Jaroslava (referee)
Annotation: Specifically pedagogical support of the child with developmental dysphasia and visual impairment in pre- school age Bachelor thesis deals with the special educational support of the child with developmental dysphasia and visual disabilities integrated in pre-school. The aim of the work was to monitor the progress of the integration of this child, the development of its capabilities, describe the specifics of the pedagogical approach, the interaction of the surroundings of the child with a problematic verbal manifestation, the adoption of an integrated child in the classroom the other children and teachers and to record any change in the climate in the team. I also watched the potential risks, which may in the integration to occur. The submitted work is in the theoretical part, consisting of a summary of the findings on the development dysphasia, the visual and the combined disability. Further it introduce into the topic of care and education of a child with disabilities and integration into the school facilities, with a focus on the integration of pre-school age, including the individual education plan and assistant teacher. The research part of the course acquaints with the diagnosis of an integrated child, with the conditions of the integration and its concrete realization. The results of the...
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Child with developmental dysphasia in regular kindergarten
Tuhá, Michala ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
This thesis deals with children with impaired communication ability who are educated in regular kindergarden we use preschool also. The implementation of the research was selected as the research sample of 5 children with impaired communication abilities, specifically impaired developmental dysphasia. The theoretical part deals with the classification of impaired communication skills and the definition of developmental dysphasia. Comprehensively deals with the integration and education of children with ICA in regular kindergardens, preschool teacher quality and its role in the development of a child with ICA, focused on the development of children with developmental dysphasia. It also monitors the cooperation of kindergarden, parents and experts in the form of a speech therapist, workers SPC and PPC workers. The purpose of the research is based on interviews with parents, teachers, teacher assistants and direct short-term observation of the research sample in the form of 5 children with developmental dysphasia, who are educated in regular kindergarden to explore the learning process of a child with developmental dysphasia in regular kindergarden and map risks and benefits affecting his education.
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Education of a child with impaired speech development in preschool age
Vondráčková, Adéla ; Klenková, Jiřina (advisor) ; Kopečný, Petr (referee)
The bachelor thesis deals with problematics of preschool age children with diagnosis of developmental dysphasia. This thesis is divided into the theoretical and practical part. The first theoretical chapter defines the impaired speech development in the context of impaired communication ability and compares it with intact speech development. The developmental dysphasia is characterized in detail in the following chapter. Its definition is mentioned in terms of terminology and etiology, followed by the analysis of symptoms in specific areas of child development. There are also included the components of the diagnosis process and a general model of therapy. The chapter furthermore summarizes the educational opportunities of preschool age children with this diagnosis in the Czech Republic. The research part is executed as qualitative, concretely compiled as a case study with complex profile of a particular child - divided into family, personal and school anamnesis. The purpose of the research part is to evaluate the ability of participation on organized daily activities in regular kindergarten applied to a particular child included in a regular collective. The methods of interview, medical documentation analysis and direct observation in the kindergarten environment are used for data collection. Based...
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Support of child with developmental dysphasia in kindergarten
Biemannová, Klára ; Klenková, Jiřina (advisor) ; Korandová, Zuzana (referee)
Bachelor thesis is specially pedagogical and deals with theme of supporting a child with developmental dysphasia in the kindergarten. The thesis is divided into theoretical and practical part. The theoretical part consists of a chapter about preschool age child, his development and chapter that deals with developmental dysphasia. In the theoretical part are available information from the professional literature on the topic of developmental dysphasia. The practical part includes anamnesis of individual with developmental dysphasia and my own investigation. The research is made by qualitative method with using the case study of an individual with developmental dysphasia, moreover, the documentation and semi-structured interviews with teachers. It describes the methods of support with accent on aspects of adaptation, communication, teaching and primary school preparation. In a part of the analysis documents, we find the theoretical basis for working with a child and in the interviews, we can see the teachers experiences with a focus on the specific individual. The result is the basis for work with a child who is dealing with developmental dysphasia. In the end, we find an evaluation of the benefits of the bachelor thesis for the public. KEYWORDS preschool age child, developmental dysphasia,...
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Basic motor skills of children attending regular kindergartens and children in forest kindergartens
Krischová, Jitka ; Dvořáková, Hana (advisor) ; Pádivý, Martin (referee)
The paper aims to examine how the specific conditions in forest kindergartens may affect motor development of young children and to identify other daily life factors that may have an impact on motor development. A test of motor skills was used to compare results of children from forest schools and regular kindergartens. The work is based on theoretical knowledge about children's motor development, motor skills and abilities and various ways to test them. A set of motor tests was compiled to measure the level of motor skills in both types of kindergartens. The theoretical part provides the reader with characteristics of both types of schools to show how the conditions may vary and assess the differences. The comparison of the results of the tests shows that natural conditions for physical activities in forest kindergartens do not lead to better results in motor skills tests. The parents of participating children were given a questionnaire and the provided answers were then compared with the children's performance in the tests. This method proved that neither time actively spent with parents nor exercising in extracurricular activities have a significant effect on the motor level development of children. Key words Forest kindergarten, regular kindergarten, motor development, motor skills and abilities
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Child with visual impairment in a mainstream kindergarten from the perspective of teachers
ŠMITMAJEROVÁ, Šárka
The topic of my bachelor´s work is called: "A child with a visual impairment in a common nursery school as viewed by teachers." The aim of the work is a detailed analysis of the common nursery schools´ preparedness for an acceptation of a child with a visual impairment. Within the analysis, it has been found out what the tecahers have been missing for the education or development of such impaired children, whether they have been lacking certain tools, didactic or compensational, whether the have been in a need of other support, and if so, what kind of support would that be. There in the theoretical part the visual impairment is defined, the most common visual impairments of pre-school children are classified as well as the view of the visual impartments issue as a whole is, and the development of the visual perception of children of up to the age of six. Further on, the usage of didactic and compensational tools is being described there. The issue of inclusion from the purview of our legislation as well as a clear list of consultancy services are also a part of the theoretical part. The practical part is based on a qualitative research. The method of semi-structured dialogues with teachers of selected common nursery schools in the South Bohemian region, mainly the České Budějovice area, has been used. The respondents have been working in public nursery schools and in one private. As the research has shown, the respondents have not been preparing for the acceptance of a child with a visual impairment, mainly for reasons of their common daily issues they have been solving (e.g. the adaptation of small, two-year-old children). Those who have had such a child in their class have been preparing for such situations by reading learnt literature pieces, having dialogues with the children´s parents and searching for relevant information on the internet. The children with visual impairments have had no more serious problems with socializing in the common nursery school. The research has further shown that the respondents consider the inclusion ill-considered, mainly due to a high number of children in classes, a needed individual approach and a lack of qualified assistants.
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Education of a child with impaired speech development in preschool age
Vondráčková, Adéla ; Klenková, Jiřina (advisor) ; Kopečný, Petr (referee)
The bachelor thesis deals with problematics of preschool age children with diagnosis of developmental dysphasia. This thesis is divided into the theoretical and practical part. The first theoretical chapter defines the impaired speech development in the context of impaired communication ability and compares it with intact speech development. The developmental dysphasia is characterized in detail in the following chapter. Its definition is mentioned in terms of terminology and etiology, followed by the analysis of symptoms in specific areas of child development. There are also included the components of the diagnosis process and a general model of therapy. The chapter furthermore summarizes the educational opportunities of preschool age children with this diagnosis in the Czech Republic. The research part is executed as qualitative, concretely compiled as a case study with complex profile of a particular child - divided into family, personal and school anamnesis. The purpose of the research part is to evaluate the ability of participation on organized daily activities in regular kindergarten applied to a particular child included in a regular collective. The methods of interview, medical documentation analysis and direct observation in the kindergarten environment are used for data collection. Based...
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