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Education towards Health at Practical one-year School
Vávrová, Rút ; Kovaříková, Miroslava (advisor) ; Marádová, Eva (referee)
This diploma thesis focuses on Education towards health at Practical one-year school. The thesis is divided into three parts. First, the theoretical part describes didactic methods used during education, the subject of Education towards Health, intellectual disability and the way it affects pupils at school, Practical one-year school and its place in the Czech education system and lastly it presents tools that teachers use for effective teaching especially for the subject of Education towards Health and with intellectually disabled pupils. The availability of different materials for teaching this subject at Practical one-year school is presented in the second part of this work, that in the form of charts sums up the results of a questionnaire. It confirms the original assumption, that there is a lack of materials among the responders. The last part of the thesis is practical. The aim of this work was to create various tools that can be used for teaching some aspects of Education towards Health at Practical one-year school. The author created and tested 21 different tools, worksheets and games which can be used for teaching said subject to pupils with intellectual disability. Complete set of these educational materials is presented in the annexe of this work.
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Work with ceramic clay for teaching students with moderate mental disabilities at a one - year practical school
VAŇKOVÁ, Lenka
The bachelor thesis examines the work with ceramic clay for teaching students with moderate mental disabilities at a one - year practical school. The theoretical part of the thesis defines basic terms. Moreover, the theoretical part provides the specification of students with mental disabilities and the methods of their education, and briefly summarizes the history and methods of creating and decorating ceramics. The chapter on art therapy and artephiletics is also concerned with the application of these therapeutic procedures to the work with ceramics with mentally disabled persons. The practical part characterizes the objectives of the thesis, research methodology and data collection techniques. The objective was to design work procedures for two ceramic products such that these procedures may be used in practice for students at a one - year practical school. The procedures were developed based on experience and knowledge of technological procedures and adjusted to the students' individual needs and skills. As a partial objective, the practical part examines the extent of impact that the work with ceramic clay may have on the students' cognitive and motoric skills. This objective was accomplished through a qualitative research based on a participating observation, analysis of documents and interview. The research showed that during the period observed, the results of the work with ceramic clay were improvement in the students' communication skills, broadening of their vocabulary, boost in their self-confidence, improvement of seriality and emotional stability, fine motor activities, spatial orientation, length of their attention span and development of their creativity and imagination. The outputs of the bachelor thesis are based on teaching training experience and may well be inspiring for both beginning and experienced teachers who look for inspiration and guidance as to how and what ceramic products can be created. Moreover, the outputs may be used by leisure - time teachers for leisure activities or by creative parents. Taking into account students' individual needs, the section engaged in observation of individual students describes the pitfalls we faced in the creative process and the route we took to solve these pitfalls.
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Mentally Disabled Pupils in Special Basic Schools and Their Perspectives
JURÁKOVÁ, Bohuslava
In my Bachelor´s work I have tried to find out what perspectives there are for mentally disabled pupils after finishing compulsory education at special basic schools and if there are enough opportunities for their further education. The theoretical part describes a mentally disabled child and the levels of mental disorders. I deal with the education of mentally handicapped pupils, special schools and the school legislation. The last section analyses opportunities for further education of mentally disabled pupils after finishing special basic schools. The practical part of the Bachelor´s work has been done on the basis of quantitative research realised in 16 special basic schools in South Bohemia. Thirteen headmasters (81%) and 97 parents of mentally handicapped pupils (81%) were engaged. All the data and information necessary for the research were gained from October 2008 to January 2009. I used questionnaires of structured, semi-structured and open-ended questions and a secondary data analysis. The first aim of the research was to find out how much the parents of mentally disabled pupils are interested in futher education of their children. The second aim was focused on educational opportunities in one- and two-year practical schools and how available they are for these pupils. Thanks to the questionnaire findings I succeeded in getting all important information and fulfil both aims stated at the beginning. The aim served as a base of two hypotheses. Hypothesis 1: The parents of special school pupils are interested in their further education. Hypohesis 2: Pupils finishing special basic schools are offered enough opportunities for further education in one- and two-year practical schools. After evaluating all data I have found that Hypothesis 1 was proved because 81% of parents of mentally disabled pupils are interested in further education for their children after finishing their compulsory education. Hypothesis 2 expected that pupils after finishing special basic schools had enough opportunities for further education. The research, however, showed that there were significant obstacles, e.g. children´s handicap (38%), shortage of financial means (28%), school distance (23%), parents´ uninterest and others (11%), for example a stay out of the family, difficulties in commuting to school and uninterest in further education. It means that hypothesis 2 was disproved. The work could become a valuable source of information for parents of mentally disabled children. The findings can be used as an information material for special pedagogists and may serve as a feedback to the schools and their founders. My Bachelor´s work brought some new knowledge to me and it was very interesting and instructive at the same time.
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