|
|
The view of educationalists and the class collective on the inclusive education of pupils a rare neuromuscular disease
Sajlerová, Lucie ; Mazáčová, Nataša (advisor) ; Vágnerová, Marie (referee)
The diploma thesis deals with the issue of inclusive education of pupils with a rare neuromuscular disease. It focuses primarily on students with spinal muscular atrophy and Duchenne muscular dystrophy. The importance of multi-disciplinary cooperation and communication between school and family is underlined here. The purpose is to map the specifics and the problematic situation in the inclusion of pupils with ND in primary schools and to analyze the conditions of inclusion of pupils with ND in the class group, the limits of this inclusion and above all possible pitfalls. All this from the teachers' point of view. During the research, a questionnaire survey was conducted by teachers and teacher assistants who work directly with students. Specific areas that were commented on in the subsequent discussion. It was primarily about the barrier nature of the school building, classrooms, insufficient communication, working with one's own emotions and difficulties or limitations resulting from other limits of the health status of students with ND
|
|
|
The issue of integrating pupils with borderline intellect into mainstream primary school: cooperation between the teaching assistant and the teacher.
ZACHARIÁŠOVÁ, Marie
The thesis deals with issues of the integration pupils in boarder zone of intellect into common elementary schools. It describes reciprocal cooperation between particular teachers and assisstants through interviews. The Bachelor thesis is devided into two parts. In the theoretical part there are specified all terms related to the thesis. The practical part is aimed at pilot study based on semi-structured interviews with teachers who are experienced with pupils in boarder zone of intellect and who cooperate with teaching assistents. This part also includes a case study of the pupil with boarder zone of intellect and the reflection of personal four-year assistent experience with that pupil. In the disscusion I present the results coming from the pilot study which are not well-known in public.
|
|
| |
|
|
The status of teaching assistant in an ordinary classroom
Jiskrová, Markéta ; Daďová, Klára (advisor) ; Migdauová, Alena (referee)
Title od bachelor work: The status of Teaching assistent in an ordinary classroom Place of work: Charles University in Prague - Faculty of Physical Education and Sport, Department of Adapted Physical Education and Sports Medicine Author: Markéta Jiskrová Field of study: Adapted Physical Education and Sport Head of work: PhDr. Klára Daďová, Ph.D. Defence year: 2017 Objectives: The aim of my Bachelor Thesis is analyzing the status of Teaching assistent in an ordinary classroom. Method: Survey containing 16 questions was chosen as a basic research method. 54 teachers and 49 teaching assistants were interviewed. 23 teachers (43 %) and 20 teaching assistants (41 %) responded (age 20-60). Results: The survey showed that almost half of the teachers thought negatively about teaching assistants at first. However this opinion changed positively for most of the teachers. The work of pupil with special educational needs was positively changed. Assistants are authority for pupils and at the same time they maintain positive relationship with them. Key words: Teaching assistent, support measures, inclusive and integrative education, pupil with special educational needs.
|
|
|
Teaching assistant and his application in preschool
Zemanová, Oldřiška ; Hanyš Holemá, Irena (advisor) ; Loudová Stralczynská, Barbora (referee)
Diploma thesis "Teaching assistant and his application in preschool" discusses the profession of a teaching assistant, his work in educating not only children with special educational needs, but also children without special educational needs and his collaboration with other educators. It deals with everything that an assistant should do and it also provides a summary of opinions and practical experiences of teaching assistants. The thesis is divided into theoretical part and empirical part. Theoretical part consists of five chapters and research part consists of four chapters. The first chapter defines the concept of a teaching assistant, the second chapter points out the differences between personal assistant, teaching assistant and school assistant. The third chapter is dedicated to the importance of a teaching assistant in inclusive education and the fourth chapter deals with cooperation between teachers and teaching assistants. The empirical part contains of the research carried out from a combination of qualitative method, which has the form of a semi-structured interviews, and quantitative method, which was done through a standardized questionnaire. A qualitative method was carried out with selected teachers and teaching assistants, whereas parents attended quantitative method too. A method...
|
|
| |
|
|
The status of teaching assistant in an ordinary classroom
Jiskrová, Markéta ; Daďová, Klára (advisor) ; Migdauová, Alena (referee)
Title od bachelor work: The status of Teaching assistent in an ordinary classroom Place of work: Charles University in Prague - Faculty of Physical Education and Sport, Department of Adapted Physical Education and Sports Medicine Author: Markéta Jiskrová Field of study: Adapted Physical Education and Sport Head of work: PhDr. Klára Daďová, Ph.D. Defence year: 2017 Objectives: The aim of my Bachelor Thesis is analyzing the status of Teaching assistent in an ordinary classroom. Method: Survey containing 16 questions was chosen as a basic research method. 54 teachers and 49 teaching assistants were interviewed. 23 teachers (43 %) and 20 teaching assistants (41 %) responded (age 20-60). Results: The survey showed that almost half of the teachers thought negatively about teaching assistants at first. However this opinion changed positively for most of the teachers. The work of pupil with special educational needs was positively changed. Assistants are authority for pupils and at the same time they maintain positive relationship with them. Key words: Teaching assistent, support measures, inclusive and integrative education, pupil with special educational needs.
|
guest ::
