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The object of this diploma thesis is to determine and describe the factors affecting the cooperation of teachers and their assistants at a common basic school as perceived from their point of view. The diploma thesis is structured in two sections - the theoretical part and the empirical part. The first chapter of the theoretical part deals with the reformation of the educational system in the Czech Republic after the year 1989. The second chapter is devoted to an inclusive school, to national and international documents underlying the efforts for the enforcement of the inclusion. Also, the associated nationwide controversial appreciation of its implementation is mentioned. The third chapter is focused to the teachers and their assistants, their roles and cooperation at the inclusive school. In the empirical section of the thesis, the selected design and methodology of my respective survey is described and the compiled data of the survey are interpreted. At the end of the thesis, there is the presentation of the survey results. The research survey revealed the specific personality characteristics, professional competences and skills and also factors influencing the communication between the teacher and their assistance both in a positive or negative way. The respondents selected the fundamental...

This study was designed to investigate concerns with respect to the delivery of special education services in reserve schools, to identify the special needs of children attending these schools, and to study means of identifying and assessing children with special needs. The information obtained was used to develop a special education funding formula which would be more sensitive and responsive to the specific needs of Indian students in schools on reserves in Saskatchewan.<p> The study which was an exploratory field study involved two or more days of intensive discussion between the researcher and various groups of people on each of six reserves. At the conclusion of the study, a committee comprised of representatives of each band met with the researcher to review the findings and to make recommendations.<p> The study addressed three main areas of concern-the identification and assessment of special education students, the special needs of students in reserve schools, and funding arrangements. Results indicated that current procedures for identifying and assessing special education students are vague, costly, and time-consuming. As well, bands do not have easy access to the qualified personnel to do the identification and/or testing. It was also discovered that large numbers of students in reserve schools are handicapped because they are severely disadvantaged, seriously age-grade misplaced, and/or severely emotionally deprived. These categories of handicap, although not recognized by the the special education funding formulas, do interfere with the academic achievement and success of the students. Bands are experiencing problems with the current funding arrangements. Inadequacy of funds to cover the costs of delivering appropriate programming, lack of firm policies and procedures for accessing and allocating funds or to direct the process of delivering funds to the band level, and ineffective systems at the band level for administering special education funds are the chief problems.<p> It was recommended that the funding formula should consist of three components--a low cost component to offset the costs of programming for the mildly to moderately handicapped; a special needs component to cover the costs of programming required beyond what is provided through the low cost component; a support services component to cover the costs of education psychologists, classroom consultants, speech therapists, and other consultant services. As well, it was stressed that for such a formula to be truly functional, well-defined policies and procedures would have to be developed and implemented.

This study was designed to investigate concerns with respect to the delivery of special education services in reserve schools, to identify the special needs of children attending these schools, and to study means of identifying and assessing children with special needs. The information obtained was used to develop a special education funding formula which would be more sensitive and responsive to the specific needs of Indian students in schools on reserves in Saskatchewan.<p> The study which was an exploratory field study involved two or more days of intensive discussion between the researcher and various groups of people on each of six reserves. At the conclusion of the study, a committee comprised of representatives of each band met with the researcher to review the findings and to make recommendations.<p> The study addressed three main areas of concern-the identification and assessment of special education students, the special needs of students in reserve schools, and funding arrangements. Results indicated that current procedures for identifying and assessing special education students are vague, costly, and time-consuming. As well, bands do not have easy access to the qualified personnel to do the identification and/or testing. It was also discovered that large numbers of students in reserve schools are handicapped because they are severely disadvantaged, seriously age-grade misplaced, and/or severely emotionally deprived. These categories of handicap, although not recognized by the the special education funding formulas, do interfere with the academic achievement and success of the students. Bands are experiencing problems with the current funding arrangements. Inadequacy of funds to cover the costs of delivering appropriate programming, lack of firm policies and procedures for accessing and allocating funds or to direct the process of delivering funds to the band level, and ineffective systems at the band level for administering special education funds are the chief problems.<p> It was recommended that the funding formula should consist of three components--a low cost component to offset the costs of programming for the mildly to moderately handicapped; a special needs component to cover the costs of programming required beyond what is provided through the low cost component; a support services component to cover the costs of education psychologists, classroom consultants, speech therapists, and other consultant services. As well, it was stressed that for such a formula to be truly functional, well-defined policies and procedures would have to be developed and implemented.

Bakalauro darbe analizuojamas mokytojo padėjėjo vaidmuo, tenkinant mokinių specialiuosius ugdymosi poreikius. Tyrime dalyvavo 41 mokytojo padėjėjas ir 60 mokytojų, dirbančių su specialiųjų ugdymosi poreikių turinčiais mokiniais. Remiantis moksline literatūra ir teisiniais dokumentais, atskleistas mokytojo padėjėjo vaidmuo pamokinės ir nepamokinės veiklos metu. Anketinės apklausos būdu nustatyta, kokį vaidmenį atlieka mokytojų padėjėjai ir kokios pagalbos mokytojams paprastai reikia iš jų padėjėjų. Atliktas empirinis tyrimas atskleidė mokytojų padėjėjų vaidmenis: ugdo, konsultuoja, pataria, tarpininkauja, organizuoja įvairias veiklas, informuoja, globoja, užtaria mokinius, padeda susitvarkyti daiktus ar aplinką, padeda susitvarkyti higieną, slaugo bei prižiūri. Be to, empirinio tyrimo metu, išryškėjo mokytojų lūkesčiai: mokytojo padėjėjas turi padėti atlikti SUP turintiems mokiniams užduotis, mokėti paruošti metodines priemones, gebėti ugdyti socialinius įgūdžius bei patarti, padėti, globoti, padėti apsitarnauti. Beveik visi respondentai teigia, jog pagrindinis mokytojo padėjėjo vaidmuo – pagalbininkas. Išanalizuota ir atskleista mokytojų ir mokytojų padėjėjų nuomonė dėl mokytojo padėjėjo rengimo ir galimo jo vaidmens. Tiek mokytojų padėjėjai, tiek mokytojai teigia, kad norint kokybiškai tenkinti SUP mokinių ugdymosi poreikius, mokytojų padėjėjams būtinos papildomos specialiosios pedagogikos ir psichologijos žinios. Mokytojų padėjėjai pasigenda komandinio darbo, jiems... [toliau žr. visą tekstą] / This bachelor work analysis teacher assistant role by meeting special educational requirements. 41 assistants and 60 teachers working with pupils having special educational needs has participated in this research. According to the scientific literature and legal documents revealed the role of the classroom teacher assistant, and extracurricular activities. The questionnaire has showed what kind of help teachers usually need from their assistants and what they get in the reality. Teachers and assistants opinion has been disclosed on the matter of education which is needed for their roles. The empirical study revealed the role of teacher assistants: most assistants educates students, consults, advises, mediates and organizes various activities, patronages, intercedes, helps managing things, environment, helps with hygiene, nursing and supervision. In addition to above mentioned, the empirical study revealed teachers expectations: teacher assistants at school helps pupils with tasks during lessons, needs to have skills to prepare methodological tools, ability to develop their social skills and help looking after themselves. Almost all respondents said that the main role of the assistant - is being a helper. Both assistants and teachers said that in order to satisfy the needs of the quality of such pupils, assistant needs special additional education and background in psychology. Teacher assistants experiences lack of teamwork skills and knowledge, they feel undervalued and... [to full text]

Syftet är att förklara hur trender inom rekrytering och nya föreskrifter påverkar kravbilden av juniora revisorer. Detta syfte härleds utifrån två iakttagelser: trender inom rekryteringsarbete samt Revisorsinspektionens (RI):s nya teoretiska utbildningskrav. Från och med den 1 juli 2018 sänkte RI kraven för teoretisk utbildning vilket innebär att ingen fördjupning inom juridik eller redovisning krävs för auktorisation. Därutöver är utbildning en hård färdighet, vilket är en kategori av färdigheter som blivit mindre viktig i rekryteringssammanhang. Den generella trenden inom rekrytering som har identifierats av tidigare forskning indikerar ett ökat fokus på mjuka färdigheter. Färdigheter (hårda- och mjuka) är en faktor som enligt annan forskning kan påverka individers förmåga att prestera på jobbet. Samtidigt visar studier att aspirerande revisorer undersöker hur de ska bli optimala kandidater. Därför finns anledning att undersöka hur trender inom rekrytering och RI:s nya föreskrifter påverkar kravbilden av aspirerande juniora revisorer. Denna studie har genomfört en metodkombination av intervjuer och dokumentforskning. Sju intervjuer har genomförts med medarbetare från Big-4 i Sverige. Därutöver har nyckelbegrepp från 50 platsannonser samlats in mellan 2015 och 2021. I intervjuerna menade respondenterna att utbildningens längd inte var en avgörande del i kravbilden vilket innebär att aspirerande revisorer med en kandidatexamen har lika stor chans till anställning som en aspirerande revisor med en magister- eller masterexamen. Majoriteten menar att det är ett krav, eller meriterande, att sökande har en akademisk bakgrund som uppfyller RI:s nya krav. Utöver utbildning var arbetslivserfarenhet en viktig faktor i kravbilden. Respondenterna menar också att mjuka färdigheter är av stor vikt i samband med rekrytering. En del påstår även att mjuka färdigheter (som exempelvis samarbete) är viktigare än hårda färdigheter. Analysen av nyckelord från platsannonserna visade små eller inga förändringar före 2018 och efter. Många platsannonser från Big-4 krävde att de teoretiska utbildningskraven måste vara uppfyllda före 2018 och efter, även om det kravet blev förändrat. Resultatet indikerar att Big-4 anpassat sin kravbild utifrån RI:s nya krav. I enlighet med data som samlats in är slutsatsen också att mjuka färdigheter är av stort fokus för många kontor. Kandidater med lägre utbildningslängd anställs i större utsträckning som resultat av RI:s nya krav. Det finns tillit för att interna utbildningar kan täcka eventuella kunskapsgap. / The purpose of this study is to explain how trends in recruitment and new regulations affect the requirements of junior auditors. As of July 1, 2018, SIA (Swedish Inspectorate of Auditor) lowered the requirements for theoretical education, which means no in-depth study in accounting or law is required for future authorization. In addition, education is considered a hard skill, which is a category of skills that has become less important in relation to other skills. The trend in recruitment that has been identified by previous research indicates an increased focus on soft skills. Skills (hard and soft) are a factor that according to other research can affect how an individual performs at work. At the same time, studies show that aspiring auditors are investigating how to become the optimal candidate. Therefore, there is reason to investigate how trends in recruitment and SIA's new regulations affect the requirements of the aspiring auditor. This study has conducted data from interviews and from document research. Seven interviews were conducted with employees from Big-4 in Sweden and 50 job advertisements were collected between 2015 and 2021. In the interviews, the respondents said that the length of the education was not a decisive part of the requirements, which means that aspiring accountants with a bachelor's degree have as much chance of employment as an aspiring accountant with a master's exam. The majority believe that it is a requirement or merit that applicants have an academic background that meets SIA's new requirements. In addition to education, work experience was an important factor. However, the respondents also believe that soft skills are of great importance. Some also claim that soft skills such as collaboration are more important than hard skills. The analysis of keywords from the job advertisements showed little or no changes before 2018 and after. Many job advertisements from Big-4 required that the theoretical training requirements must be met before 2018 and after, even though the requirement was changed. The result indicates that Big-4 has adapted its requirements based on SIA's new requirements. In accordance with the data collected, the conclusion is also that soft skills are of great focus for many offices. Candidates with a lower length of education are employed to a greater extent in connection with SIA's new requirements. There is a trust in internal education that in such cases can cover the knowledge gap.

The integration of handicapped children to regular classes has become common throughout the Czech education. The objective of the diploma thesis was to map and objectively point out eventual problems and risks that accompany complete integration o visually impaired children to the society of their health contemporary. This objective has been fulfilled by studying special literature and sources and by a research study performed by quantitative and qualitative methods. The research itself was done in order to find out whether visually impaired pupils of the Pilsner region are being integrated and if so, whether their integration is accompanied with any problems and pitfalls.

Digitaliseringen anses vara en transformerande drivkraft i samhället med en betydande påverkan på revisionsbranschen. Revisionsarbetet utvecklas till att ske alltmer digitalt. Tidigare forskning belyser det faktum att revisorernas kompetensbehov har förändrats till följd av den teknologiska utvecklingen. Syftet med denna studie var att bilda en förståelse kring digitaliseringens påverkan på revisionsbranschen och därmed Revisorsinspektionens (RI) utbildningskrav för auktorisation av revisorer. En kvalitativ forskningsmetod har använts för att besvara studiens syfte och frågeställning. Semistrukturerade intervjuer har utförts med anställda från Revisorsinspektionen samt verksamma revisorer hos Big Four-byråerna. Den insamlade empirin har därefter analyserats utifrån studiens teoretiska referensram. Slutsatserna som dragits visar att digitaliseringen har en betydande påverkan på revisionsbranschen men endast en viss påverkan på Revisorsinspektionens utbildningskrav. De nya kraven från 2018 möjliggör en bredare utbildningsbakgrund hos revisorerna, vilket anses vara fördelaktigt enligt empirin ur ett digitaliseringsperspektiv.  Vidare visar studien att det föreligger ett förändringsbehov av Revisorsinspektionens utbildningskrav. Respondenter från revisionsbranschen anser att teknisk grundutbildning är fördelaktigt för revisorer, då stor del av revisionsarbetet sker med digitala arbetsverktyg. I takt med att klienterna även digitaliseras dras slutsatsen att viss teknisk kunskap är nödvändig för att revisorerna skall erhålla en förståelse kring klienternas finansiella information och dess verksamhet. Således anses det från revisionsbranschens håll att teknisk grundkunskap bör implementeras i RI:s utbildningskrav för auktorisation av revisorer. Enligt analys av empiri och den teoretiska referensramen tyder resultatet på att förändringar i utbildningskraven hindras av institutionell tröghet hos Revisorsinspektionen. / Digitalization is a transforming force with a significant impact within the auditing industry. The auditing process is developing towards being increasingly digital. Previous research has highlighted that the auditor’s competence needs have changed because of digitalization. The purpose of this paper was to investigate the impact of digitalization within the auditing industry and thereby the Swedish Inspectorate of Auditors’ (SIA) educational requirements for authorization of auditors. A qualitative research method has been used to answer the purpose and research questions of this paper. Interviews have been conducted with employees from the SIA and auditors at the Big Four-firms. The empirical data were analyzed based on the theoretical framework. The conclusions show that digitalization has a significant impact on the auditing industry, but only a certain impact on the SIA’s educational requirements. The new requirements from 2018 enable a wider educational background for auditors, which is considered advantageous for the auditing industry. Furthermore, the study shows that there is a need for change in the SIA’s educational requirements. Respondents from the auditing industry believe that basic technical education is beneficial for auditors, as most of the auditing process is performed by using digital tools. It is concluded that some technical knowledge is necessary for the auditors to gain an understanding of the clients’ financial information and its operations. It is therefore considered that basic technical knowledge should be implemented in the SIA’s educational requirements. However, the result indicates that changes in these requirements are prevented by institutional inertia at the SIA.

The aim of the thesis is to present the roles of the pedagogical consultant at primary school. The theoretical part is focused on specification of the consultant´s duties and powers according to the specialized literature. Furthermore, it concerns the specification of requirements, which the teacher should meet in order to be a pedagogical consultant. Next topic is the cooperation with the legal representatives of pupils and with organizations dealing with consulting. The practical part follows up six pedagogical consultants at primary schools in České Budějovice and Vysočina. The research consists of the dialogues with them and it studies their job duties, the most common topics and difficulties they are faced to.

AND KEYWORDS This diploma thesis deals with the impact of school climate that has a strong effect on the success in integration of handicapped pupil into the mainstream school. In this respect main terms which are related to "school climate" and "integration" are defined. Work more specifically focuses on individual types of handicaps, analyses principles of various handicaps and specific educational requirements needed for social relations. It furthers deals with the subjectivity of success in integration. Presented diploma thesis further concentrates on the social status of the handicapped pupil among his schoolmates, his social interactions and the role of the teacher as the main factor in the problem of integration. Empirical survey is oriented in a narrative way; the key method used is narrative dialogue, as it is able to recognise autobiographical experience of respondents. Each narrative dialogue is interpreted and completed by narrative reconstruction of core narration. Keywords: - school climate - integration and inclusion - pupil with specific educational requirements - handicap, disablement - success in school integration - family - school - teacher - chicane - relations among schoolmates - diagnosis of school climate - narrative attitude - narrative dialogue