No description available.

No description available.

No description available.

In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system. The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers. The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes. The conclusion reached is that inclusive education is here to stay so the Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management)

The thesis addresses the issue of students' home preparation at primary school. The thesis is focused on students with learning disabilities, so in the first chapter of the theoretical part these disabilities are analyzed, describing their etiology and education opportunities in the school education system of the Czech republic. Re-education, as one of the ways through which we can help to eliminate manifestations of specific learning disabilities, is also emphasised. The characteristics of a child of primary school, education maturation, the process of learning and cognitive processes are contained in the second chapter of the thesis. Home preparation, its functions, types and factors are comprised in the third chapter. This chapter also describes the necessity of cooperation between parents and the school. The empirical part provides the description of home preparation of pupils at primary school with specific learning disabilities. The end of the practical part shows us a collection of games, activities and experiences of our respondents, which are enriched with vertified activities, games and recommendations related to the pupils with specific learning disabilities. Keywords: specific learning disabilities, home preparation, homework, re-education, education, school, cognitive processes.

In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system. The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers. The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes. The conclusion reached is that inclusive education is here to stay so the Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management)

Thesis focused on finding the conditions of successful inclusive education to the specific primary school. In the theoretical part defines the concepts related to an inclusive education, compares the various authors, the principles of inclusive, sees the inclusive education in the world and in the Czech Republic. Further mentions that the school climate is one of the most important conditions for successful inclusion. Compares the for and against inkluzivního training, its contribution to the school, and all participants in the educational process. Part of the research is focused on the readiness of the particular primary school to inclusive education.

EXNEROVÁ, Marie. The Issue of Integration of Foreign Pupils with Focusing on Their Origin Country. Prague, 2014. Diploma thesis. UK, PedF. The aim of this thesis is to analyze and evaluate the current situation of the integration in the Czech education system focusing on the issues and specifics inclusion of foreign pupils and on consideration of the impact of pupils' country of origin on the process. The theoretical part of diploma thesis mentions the reasons for the integration of foreigners. Moreover, it highlights why and from where they are coming to the Czech Republic. It captures the current legislation and the rights of foreigners who want to settle permanently in the Czech Republic. Further, it shows the analysis of different ways of educating pupils with special needs, the placement of foreign pupils at Czech elementary schools and intercultural differences, which may have impact on pupils' integration. The practical part focuses on comparing the available theoretical knowledge and the everyday reality of Czech teachers who teach foreign pupils and can work on their daily practice. Based on the comparison of theoretical and practical knowledge the author explains the personal point of view on the integration of foreign pupils and suggests some ideas how to overcome mentioned shortcomings....

Skolverket konstruerar och ger ut nationella prov för elever som studerar svenska som andraspråk på grundläggande nivå i grundskolan. Däremot finns inga nationella prov för vuxna elever på vuxenutbildningen. Elevernas provresultat kan ge en uppfattning om den tillägnade språkkunskapen i svenska är tillräcklig för att gå vidare till svenska som andraspråk på gymnasienivå. Denna mindre studie behandlar hur några lärare på vuxenutbildningen motiverar huruvida avslutande kursprov behövs eller inte. Hur detta formuleras i läroplanen för vuxenutbildningen och kursplanen för svenska som andraspråk undersöks också. Några språkforskares syn på kunskap, lärande och bedömning utgör den teoretiska utgångspunkten. De resultat studien visar, pekar på att avslutande kursprov efterfrågas av lärarna. Lärarna uppfattar att även elever efterfrågar dessa prov. Detta jämförs med de centrala dokumenten, som stödjer att avslutande prov ska ge lärare stöd i sin bedömning. Några teoretikers syn på kunskap, lärande, prov och bedömning behandlas också för att tydliggöra en motivering av avslutande kursprov. / Skolverket constructs and distributes final examination in Swedish as a second language. These tests are only given to younger students at compulsory level, not to adult students. The students' test results can give an idea of whether the language proficiency in Swedish is sufficient to move to Swedish as a secondary language at upper secondary level. This smaller study treats how teachers in adult education perceive whether or not the final exam test is necessary. How this is formulated in the curriculum for adult education and the syllabus for Swedish as a second language is also examined. Some language researchers' views on knowledge, learning and assessment constitute the theoretical point of origin. The results of the study indicate that the final exam tests are demanded by the teachers. Teachers perceive that even students request these tests. This is compared with the central documents supporting the final exam to provide teachers with support in their assessment. Some theorists' views on knowledge, learning, testing and assessment are also discussed to clarify a motivation for the final exam.

The thesis deals with access schools and teachers to handicapped students. Theoretical part follows problems of pupils with special educational needs and its legislation, the concept of handicap and disability forms. I characterize from the forms of disability specific learning disorders, brain dysfunction and behavior disorders, cerebral palsy, autism and Asperger syndrome. The last chapter of this part focuses on the conditions, legislation, documents and statistical data in the field of disabled pupils integration. For the practical part I have set several goals: regarding the run of the lesson, teacher access and work of pupils with special educational needs; realize education with handicapped students to obtain my own experience; conduct interviews with teachers, with teacher's assistant, possibly with a special needs teacher in order to obtain an opinion of teaching staff to integrateion and obtain advice for access to pupils with special educational needs; through questionnaires for schools to determine the conditions for integration of handicapped pupils, and finally summarize the recommendations and create a handbook for teachers beginning to work with pupils with special educational needs.