The thesis deals with the function of a teacher's assistant in a primary school. The work is divided into theoretical and practical part. In the theoretical part, I focus on inclusive education, which is related to students with special educational needs. The second chapter of the theoretical part deals with the teaching assistants, their qualification, and personal prerequisites. I also deal with the role and activities of assistants in primary school and their job. The third part is devoted to cooperation between teachers and assistants. I present the possible benefits and risks of this cooperation. Due to the current epidemy of coronavirus, I focused the practical part on the cooperation between assistants and teachers during distance learning. I used the method of semi-structured interviews. The results of my research show that each cooperation was handled differently. Most teachers are aware of the benefits of this cooperation and have involved and collaborated with assistants even during distance learning, during which the assistants acted not only as support for kids with SEN. Key Words Assistant teacher, inclusive education, primary school, cooperation between teacher and assistant teacher

Integravus vaikus su negalia į bendrojo lavinimo mokyklas, mokytojui, ugdančiam šiuos vaikus, iškyla nemažai rūpesčių. Tapo aktualu ištirti mokytojo padėjėjo veiklą ir apibūdinti mokytojo padėjėjo vaidmenis bendrojo lavinimo mokykloje. Siekiant spęsti šią problemą buvo iškeltas toks tyrimo tikslas: atskleisti svarbiausius mokytojo padėjėjo vaidmenis, kuriant palankias mokymosi sąlygas mokiniams, turintiems specialiųjų ugdymosi poreikių, bendrojo lavinimo mokykloje. Šiam tikslui pasiekti buvo suformuluota keletas uždavinių: išanalizuoti specialiosios pagalbos teorinius pagrindus; atskleisti bendrojo lavinimo mokyklų mokytojų ir mokinių tėvų lūkesčius mokytojo padėjėjo pagalbai; įvertinti bendrojo lavinimo mokykloje dirbančių mokytojų padėjėjų atliekamų vaidmenų kryptingumą, nustatyti mokytojo padėjėjo veiklos ryšius su kitais ugdymo proceso dalyviais, pateikti siūlymų dėl mokytojų padėjėjų rengimo. Empirinis tyrimas atskleidė visuomenės lūkesčius: mokytojo padėjėjas turėtų būti kiekvienoje klasėje, turėtų turėti specialųjį pedagoginį – psichologinį išsilavinimą ir turėtų padėti mokiniams turintiems specialiųjų poreikių bendradarbiauti su mokytojais, padėti mokytojui ir mokiniui atlikti pateiktas užduotis, judėti mokykloje, orientuotis aplinkoje. Tyrimo metu gauti rezultatai rodo, kad mokytojo padėjėjas atlieka tokius vaidmenis: pagalbininko mokytojui, pagalbininko mokiniui, tarpininko tarp mokinio ir mokytojo, prižiūrėtojo, draugo. Siekdami įvertinti jų kryptingumą, ištyrėme... [toliau žr. visą tekstą] / As the disabled children have been integrated in comprehensive schools their teachers encounter many problems. Therefore, analysis of assistant teacher functions and description of his/her roles in a comprehensive school has become relevant. To resolve the issue the following aim of the research was put: to reveal basic roles of assistant teacher in creating favourable learning environment for children with specific education needs in comprehensive schools. To achieve the said aim several tasks have been formulated: to analyze theoretical bases of specific assistance; to reveal expectations of comprehensive school teachers and schoolchildren parents in regard of assistant teacher functions; to evaluate functional singleness of roles of assistant teachers working in comprehensive schools; to ascertain relations of assistant teacher activity with activities of other participants of educational process and to give suggestions on training assistant teachers. The empirical study carried out has disclosed social expectations: an assistant teacher should be in each and every class, he/she must have specific pedagogical and psychological education, help children with specific needs to cooperate with teachers, help teachers and children do their tasks, move across a school and orient in the environment. Results of the study show an assistant teacher has the following roles: he/she is an assistant to a teacher, an assistant to a child, an intermediate between a child and a teacher, a... [to full text]

This thesis deals with teachers' attitudes towards mental hygiene in a special primary school for pupils with severe and multiple disabilities. It aims to describe and understand attitudes towards mental hygiene at a cognitive, emotional and conative level. Theoretical part of the thesis describes special primary school, the profession of teachers, summarizes the theoretical knowledge of mental hygiene and defines attitude. The thesis further contains qualitative research, which uses the method of semi-structured interview and answers the research question. According to the results of the research, teachers in special primary school have positive attitudes towards mental hygiene at all levels. Their opinions, thoughts and ideas coincide with findings from professional literature. For the teachers, mental hygiene is associated with pleasant emotions. Using the tools and techniques of mental hygiene helps them to minimize the psychological demands of their profession. KEYWORDS mental hygiene, attitude, special school, teacher, assistant teacher

In this thesis, the theoretical introduction firstly reviews Asperger's syndrome using available scientific resources. Secondly, we discuss major impacts and parameters of the integration process in a general perspective. The empirical part is fosuced on two case studies describing integration of two students who were diagnosed with Asperger syndrome. Data collection was based on direct observation, interview, databases and information from experts. The results and conclusions shall help to improve pegagogical skills of teachers. Furthermore the thesis shall serve as a source of information and guideline for parents, for whom the sufficient education is very essential.

Det övergripande syftet med denna studie var att beskriva, tolka och förstå vårdlärares upplevelse av att arbeta med distansundervisning på vård- och omsorgsprogrammets vuxenutbildning. Studien genomfördes som en kvalitativ intervjuundersökning med hermeneutiskt perspektiv. I resultatet framkom nio metaforer som konkretiserar vårdlärarnas upplevelse av arbetet. Metaforerna gestaltar distansformens betydelse för vårdlärarna och visade att vårdlärarna upplevde den egna erfarenheten som ett oumbärligt didaktiskt verktyg. Vårdlärarnas personliga egenskaper var av större betydelse än de tekniska hjälpmedlen. Vikten av att etablera en personlig relation med den studerande och att stötta och stärka den studerandes självkänsla förstods som centralt i vårdlärarnas arbete. Både det webbaserade samtalet och det fysiska mötet samt snabb återkoppling bidrog till att etablera en personlig relation, vilket främjar lärandet. Svagheter med distansformen var när språket inte räckte till, när den studerande hade begränsad studievana, brist på erfarenhet av vård- och omsorgsarbete samt tidsbrist. De flesta av vårdlärarna hade genomfört sina egna vårdlärarstudier på distans. Vårdlärarnas förförståelse, kompetens i flera ämnen med lång och bred yrkeserfarenhet, ett tydligt mål i form av en hög vård- och omsorgskvalitet, samt ett starkt intresse för att den studerande skulle lyckas, gjorde arbetet som distanslärare meningsfullt och betydelsefullt för de studerandes kunskapsutveckling. / The overall aim of this study was to describe, interpret and understand nursing assistant teachers’ experience of working with distance learning for adult students within health and social care education. The study was conducted as qualitative interviews with hermeneutic theoretical perspective. The result indicated nine metaphors that concretize nursing assistant teachers’ perception of their work. The metaphors show the meaning of the distance learning for the teachers and that they regarded their own experience as an indispensable didactic tool. Nursing assistant teachers’ personal characteristics were more important than the technical aids. The importance of establishing a personal relationship with the student, to support and enhance the student's self-esteem were understood as central to the teachers work. Both the web-based conversation and the physical meeting along with rapid feedback helped establish a personal relationship, which promotes learning. Weaknesses in the distance form was when the language was insufficient, when students had limited study habits, lack of experience of care work and lack of time. Most of the nursing assistant teachers had themselves experience of distance learning from their own studies. Nursing assistant teachers’ pre-understanding, expertise in several subjects with extensive professional experience, a distinct aim to higher health-care quality, as well as a strong interest to see the students succeed, made the distance teacher role meaningful and important for the development of the students’ knowledge.

The diploma thesis "Issue of integrating children from socially disadvantaged ambience to nursery school" deals with the inclusive process of children from the socio-economically disadvantaged environment placed to nursery schools. The thesis describes the legislative framework of inclusion and the social environment of the Czech society. This work also deals with the Roma community, which makes up a large proportion of people with socio-economic disadvantage. It defines the role of the teacher in the inclusion of children from a socially disadvantaged environment and the position of the teacher assistant. The research part deals with the inclusive process of specific children at nursery school in the city with high unemployment. It also monitors the approach of individuals involved in the inclusive process and suggests possible changes that could lead to its improvement.

The researcher investigated the management of multi-grade teaching for optimal learning in Gauteng West primary schools. Ten participants, including school principals, heads of departments and educators participated in individual and focus group interviews and in observation of multi-grade classroom contexts. Findings revealed that educators involved in multi-grade teaching feel overwhelmed by challenging work conditions pertaining to large learner numbers and a lack of adequate didactical resources. This is exacerbated by a lack of professional development by means of tailor-made training for multi-grade teaching and the presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in a multi-grade teaching context. This leaves educators socially, emotionally and professionally isolated. Recommendations include the involvement of seasoned educators with expert knowledge and experience of multi-grade teaching to present training sessions constituting advice and support to inexperienced educators involved in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)