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Comparison of case studies of methods used for students with Mild Mental Disability at primary schools and primary schools established under paragraph 16, section 9th Education Act
Papežová, Jindřiška ; Hejlová, Helena (advisor) ; Kadrnožková, Monika (referee)
DIPLOMA THESIS Comparison of Case Studies of Methods Used for Students with Mild Mental Disability at Primary Schools and Primary Schools Established under Paragraph 16, Section 9th Education Act Jindřiška Papežová ABSTRACT The diploma thesis deals with comparison of the application of possible support measures for pupils with mild mental disabilities in primary schools and primary schools established pursuant to Article 16 (9) of the Education Act. The aim of the work is to point out available support and the use of support measures in the context of education of pupils with mild mental disabilities in primary schools and primary schools established pursuant to Article 16 (9) of the Education Act. This issue is interconnected with inclusive education. The diploma thesis is divided into a theoretical part and a practical part. The theoretical one aims at specifying the concept of mild mental retardation and defining a pupil with a mild mental disability in the context of education. The theoretical part is focused on the characteristics of persons with mild mental disabilities, inclusion of the pupil in the class collective, and subsequently it presents support measures that are expanded to include the use of digital educational tools in the education of pupils with mild mental disabilities. The practical...
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Possibilities of inclusive education within the 1st stage of primary school
Machová, Eva ; Poche Kargerová, Jana (advisor) ; Vallin, Petra (referee)
The thesis entitled "Possibilities of Inclusive Education in Primary School" discusses inclusive education with a closer look at its application in primary school. The theoretical part of the thesis focuses on defining the concept of inclusion and terms related to it, introduces the background and principles of inclusive education and describes international conventions and national regulations that are central to the application of inclusion in the Czech environment. The thesis shows the principles of implementation of inclusive education in the Czech Republic and offers possibilities of evaluating the pro-inclusiveness of education. The second chapter of the theoretical part is devoted to the education of pupils with special educational needs in primary school, presents the system of education of these pupils and focuses on the actors in inclusive education - pupils, teachers and teaching assistants. The chapter also focuses on the guidance system in the school system and the support measures provided to pupils with special educational needs. The last chapter of the theoretical part characterises the private school system. The practical part focuses on a particular primary school and the possibilities of inclusive education at this school. It describes the support measures for grades 1-3 of...
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Inclusive education with a focus on the pupil with a different mother tongue
Štefková, Martina ; Kovaříková, Miroslava (advisor) ; Syřiště, Ivo (referee)
The diploma thesis "Inclusive education with a focus on the pupil with a different mother tongue" is divided into two parts. The theoretical part is based on the basis of a professional literary research of the chosen issue, in which the author focuses on the pupil with special educational needs from a different socio-cultural environment, on a pupil with a different mother tongue who is educated at a regular primary school. In the introductory theoretical part, the author deals with migration, multiculturalism and briefly introduces the country, the national minority, where the student with a different language comes from. The author also includes an explanation of the terms such as intercultural identity, communication-language and integration of foreigners to this topic. In the second chapter of the theoretical part of "Inclusive education" of the pupils with specific educational needs, the author focuses on pupils with a different mother tongue. It also presents the relevant legislative documents and introduces terms such as bilingualism, counselling facilities, support measures and defines the personnel position of teaching assistants. In this part, the author also focuses on school facilities, school climate, teaching multicultural education in schools, describes interventions in the event of...
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Attitudes of the Czech Public to an Amendment to the Education Act, Currently Proposed Measures and Inclusive Education – August/September 2023\n
Weikertová, Štěpánka
As part of a periodical survey conducted by the CVVM from August to September 2023, selected citizens over the age of 15 were surveyed about their opinions regarding the inclusive education. Specifically, we examined views of the Czech public on whether children with physical, sensory or mental disabilities, children of foreign nationality, Roma children, children from poor or vice versa wealthy families and gifted children should be educated in mainstream classes. We also examined attitudes to measures implemented by an amendment to the Education Act and to currently proposed measures.\n\nCzech citizens most often support measures regarding the preschool education. On the other hand, the least popular measure is a proposal to extend compulsory education to 10 years which is supported by less than a third (33 %).
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Czech and Finnish primary school teacher in the background of inclusive education
Bačová, Veronika ; Tomková, Anna (advisor) ; Štech, Stanislav (referee) ; Krčmářová, Tereza (referee)
The dissertation addresses the issue of primary school teachers in the conditions of inclusive education in the Czech Republic and Finland. The aim of the whole thesis is to create and compare real profiles of Czech and Finnish teachers with an emphasis on finding out what is behind the quality of inclusive education in Finland and how these findings can improve inclusive education and the teaching profession in the Czech context. The key aim is to create a profile of the primary school teacher in inclusive education, i.e. the teacher's conception of the teacher's educational processes, competences and the real conditions that the teacher needs to work in a heterogeneous classroom. In order to achieve the aim, a comparative nature of the work and a qualitative case study design was chosen, where the case is understood as a primary school teacher against the background of inclusive education - the total number of participants is 20 teachers (10 Czech and 10 Finnish). Content and thematic analysis of Czech and foreign sources were chosen as the main methods to secure data, and the findings became the basis for further reflection and the creation of semi-structured interviews and observations. For data processing, the case studies of individual participants were used in the first round of data...
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Support in the education of pupils with developmental language disorder in mainstream primary school
Šuterová, Anna ; Korandová, Zuzana (advisor) ; Klenková, Jiřina (referee)
This bachelor thesis deals with the issue of developmental language disorder and the support of pupils with this disorder in the educational environment of a mainstream primary school. The thesis focuses on the characteristics of developmental language disorder, its etiology, symptomatology, diagnosis and therapy. It also addresses the specific speech, language and communication needs of school-age pupils and their development in the school environment. In the context of inclusive education, the principles of inclusive pedagogy and the possibilities of primary education for pupils with developmental language disorders are described, including support from school counselling centres and individual education plans. The main aim of the research work was to analyse the possibilities of supporting pupils with developmental language disorder in mainstream primary school. The research investigation was carried out using a quantitative questionnaire survey. The questionnaire was sent to 224 primary schools in the Zlín region. A total of 104 respondents completed it. Three predetermined hypotheses were tested concerning the level of teachers' knowledge about developmental language disorder, support measures for pupils with developmental language disorder and also teaching assistants or their importance in...
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The comparison of trends in the education of pupils and students with mental disabilities in selected countries
Bourriez, Edita ; Šiška, Jan (advisor) ; Šumníková, Pavlína (referee)
The diploma thesis describes the development of trends in the education of pupils with mental disabilities in selected countries. The aim of the thesis is to describe and compare the differences within the same trend in the education of people with mental disabilities in Spain, the Czech Republic, France and Quebec. Research questions are formulated in accordance with the formulated objective. The first unit of work is devoted to trends and approaches to persons with mental disabilities in the global context and human rights in international documents. Subsequently, mental disability is defined and some psychological aspects of persons with disabilities affecting the educational process are described. The work continues by describing the development of trends in the education of people with mental disabilities in the compared countries in the context of legislative and conceptual documents and laws that relate to the topic of work. The research part of the work focuses on the analysis of texts and the comparison of parts of school laws of individual countries. The comparison of the evolution of educational trends is made from a time point of view. To gain a deeper understanding of the issue, interviews are conducted with parents and teachers of children with mental disabilities. Considering the...
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