TITLE: Specificity of education social disadvantaged child SUMMARY: This thesis deals with familiarity and experience of teachers and the principal of special education stream with the integration of socially disadvantaged pupils. The work deals with the reputation of so-called "Common Education" in the professional community of teachers, special education teachers and other educational staff. It also deals with experienced teachers with the integration of these pupils. It also dedicates level of awareness about who is a disciple of underprivileged knowledge and methods that can help this integration. Finally, the work deals with the familiarity of an amendment to the Education Act no. 82/2015 and knowledge of individual impacts on working with the student. Furthermore, the work deals with the degree of acceptance of compulsory attendance in the final year of nursery school and the abolition of preparatory classes. Also, the work deals with the possibilities that offers teachers plan educational support. KEYWORDS: Common education, amendment 82/2015, inclusion, special education, social disadvantage, socially disadvantaged pupils, plan educational assistance, canceling preparatory classes.

Gaining independence of clients in the system of the alternative education care is the cardinal topic of the work. Within the framework of the international comparison, the author analyses and makes a survey of the problems accompanying this process. The work does not contain only the conclusions the author came to based on the research in chosen countries (Czech Republic and Poland) but also presents suitable recommendations how the problem of gaining independence of clients of the alternative education care can be solved. The introductory part is applied to theoretical solutions, the international comparisons and examples of a good practice abroad. The author follows opinions of different experts in causalities of the problem from the influence of the biological family through socialization of the clients of the education care to the very problems of the institutional care. He presents these opinions subsequently in the context. In the methodological and research parts the author tries to answer the cardinal question: "What is way the clients of the alternative education care are prepared in order to gain independence?" Within the framework of the qualitative design of the research, the author is mediating the readers the real situation which the clients gaining independence and their carers are...

This diploma thesis focuses on clients of the Department of child and adolescent psychiatry who are hospitalized because of their behaviour and adaptation disorder. A significant sign of these children is their problematic behaviour and maladaptation resulting from their social handicap which has several forms. The environment of psychiatry centre adjusts different social measures and educational patterns and needs. The theoretic part describes the term of a socially disadvantaged child, moreover, it states the function of a family, relations and educational styles as a base of primal socialisation, as a headstone of their activity in society. The practical part of the thesis describes seven case studies about individual clients of the centre and their activity in this specific environment. The main goal of the investigation was to prove that the psyche of the school aged children is influenced by their social handicap which results in their bad self- control mechanisms, low self-evaluation, and also in their behaviour disorders. Another goal of the work was to discover whether the children are influenced also by their different social environment. Powered by TCPDF (www.tcpdf.org)

Diploma thesis The profession of assistant teacher at the first level of elementary school with his own perspective, deals with the teacher's assistants in terms of motivation, which the actors led to the profession, in terms of demands for this profession, cooperation with teachers, pupils and their parents. The thesis also examines the position / role of teacher assistant at school and looks at the self-perceptions of the actors themselves. The thesis is divided into two parts, ie the theoretical part and the practical part. In the practical part are presented the results of analysis of interviews with teachers' assistants. In the theoretical part, the reader is first acquainted with the trend of inclusive education, the division of pupils with special educational needs and the provision of support measures, including the profession of teacher assistant. Furthermore, the reader is acquainted with the theoretical anchoring of the profession of teacher assistant, the creation and development of this profession. Furthermore, the text discusses the identity and professional identity of the actors and about the professional qualifications and personal prerequisites necessary for the profession. In the text, for a better theoretical grasp of the profession, it is necessary to summarize several Czech...

I create a diploma thesis with a combination of quantitative and qualitative research, which examines the process of integrating children into the environment of kindergartens. In this work, I comprehensively find out how the kindergarten team participates in the process of inclusion of socially disadvantaged children. In the theoretical part I characterize social pedagogy and groups of socially disadvantaged children, including the legislative definition. I mention documents relating to pre-school education and mention counseling services that serve teachers, parents and children in the field of social disadvantage. I divide the practical part into two phases of research. For the first phase of the empirical part, I choose quantitative research, where I find out by the method of a questionnaire survey, general information of teachers in the given issue, basic orientation in school documents and different methods of work. In the second phase of the practical part, in the form of qualitative research, I create unstructured interviews. Through the interview, I supplement the information obtained from the questionnaire survey and obtain comprehensive data on the process of integrating socially disadvantaged children into kindergarten. By setting the main goals of the diploma thesis, I find out the...

A decade of growth and wealth generation in Russia ended in 2009 with the collapse in GDP and rising unemployment. This Great Recession added new economic challenges to the ‘old’ problems facing children and families, including widening income inequalities and the phenomenon of social orphanage. One question is how the new and existing material pressures affect parent–child relationships. This research contributes to the answer by examining, in aggregate terms, the role poverty plays in the allocation of parental time in this emerging economy. Utilising a nationally representative sample of children, it explores how child interactions with parents are affected by aggregate and idiosyncratic shocks. Drawing on the rational choice paradigm and its critique, we put forward the Parental Time Equilibrium as an analytical guide to the study. This theoretical approach presents individual decisions concerning time spent with children over the long term as the product of a defined equilibrium between resources and demands for involvement. We test this approach through pooled cross-sectional and panel analyses based on the Russian Longitudinal Monitoring Survey dataset from 2007 to 2009. Children in low-income households face the double disadvantage of a lack of money and time investments at home, with both persistent and transient poverty being associated with lower than average parental time inputs in the sample. Moreover, while on average, we find that children do maintain the amount of time they spend with their parents under conditions of severe financial strain, low–income children lose out on play time with the mother. Material resources cannot be considered in isolation from structural disadvantages, of which rural location in particular is detrimental for parent–child time together. The study demonstrates that the cumulative stress of adverse macro-economic conditions and depleted material resources makes it difficult for parents to sustain their human investment in children. The evidence this study provides on the associations between economic stress and pa-rental time allocations advances our knowledge of the disparities of in the childhood experience in modern Russian society. The findings strongly support the equal importance of available resources and basic demand for involvement, thus drawing policy attention to the need to address both in the best interests of children.

Globally, twenty-seven countries have resettlement programs associated with UNHCR - representing commitments to the international refugee framework and domestic commitments to those refugees resettled. Since 1975, the US has resettled over three million refugees, including over 75,000 Bhutanese refugees since 2008 - more than all other countries combined on both accounts. The US Office of Refugee Resettlement has the mandate to 'make available sufficient resources for employment training and placement in order to achieve economic self-sufficiency among refugees as quickly as possible' (The Refugee Act of 1980). Nevertheless, their economic self-sufficiency and the intertwined ideas of employment and wellbeing remain little examined. A global systematic review of available high-quality evidence examined whether interventions affect resettled refugees' economic self-sufficiency and wellbeing. Although 9,260 citations were reviewed from a wide variety of academic, policy, and grey literature, no studies met inclusion criteria. This Campbell-registered systematic review concludes that evidence is insufficient to determine if programs affect resettled refugees' economic self-sufficiency and wellbeing. Subsequently, qualitative research explored existing interventions to improve the economic self-sufficiency of resettled refugees, their theories of change, and perceptions of effectiveness in Pittsburgh, Pennsylvania. Program design follows a policy mandate and expects that initial employment leads to sustained self-sufficiency and wellbeing, albeit without measuring these outcomes or providing long-term assistance. The findings serve as a basis for future research and reveal programming implications for the Bhutanese refugee community in Pittsburgh and broadly for refugee resettlement. Next, a cross-sectional survey of 145 randomly selected Bhutanese refugees in Pittsburgh (a response rate of 92.9%) was conducted to provide groundbreaking demographics, rates of economic self-sufficiency, and correlates with improved outcomes. The population was overwhelmingly low-income with high usage of certain assistance such as food assistance. Both bivariate relationships and predictive models for employment, gross income, wages, assistance usage, and having 'enough' money to pay the bills were examined. Overall, these paint a complex picture, including the potential importance of neighborhoods, household size, and religious affiliation as well as a more typical picture of the importance of gender, education levels, and time in the country for certain measures of employment, earnings, and household self-sufficiency. The evidence-based perspective on the economic self-sufficiency of resettled refugees shows that little is known globally, including the potential for interventions to cause harm or success. Understanding the employment services and perspectives of economic self-sufficiency and wellbeing for the Bhutanese population provides a lens to view not only the challenges and successes of this population, but also national and international obligations. As one focus group participant stated, 'Government should understand the nature of the refugees arriving and put us with jobs that ... allow the life to sustain.'

This diploma thesis deals with the issue of the Romani children and their motivation for learning. It is based on a widely believed idea that motivation of the Romani ethnic group in general is different from the vast majority of population. In practice this problem may manifest itself when the children in question are unwilling to learn, they disrupt the educational process, they refuse to go to school and discontinue their further education as such. The theoretical part of the paper is focused on describing Romani people and their particularities connected with the family environment in which the Romani children are brought up and which strongly forms their attitudes. It also determines the amount of motivation for learning as a starting point for success in terms of education. Motivational factors depend on the value of education in the broader socio-cultural context of the Romani minority. The practical part of the thesis is based on the ethnographic research. The purpose of the research has been to analyze motivation of the Romani children for education. The method of observation has aimed to find the answers for the following research questions: To what extent does socio-cultural and completely different historical background reflect the Romani children's motivation for learning? Which are...

Background: Child abuse in South Africa is a significant public health concern with severe negative outcomes for children; however, little is known about risk and protective factors for child abuse victimisation. This thesis investigates prevalence rates, perpetrators, and locations as well as predictors of physical, emotional and sexual child abuse victimisation. It also examines the influence of potential mediating and moderating variables on the relationships between risk factors and child abuse. Methods: In the first study, a systematic review of correlates of physical, emotional and sexual child abuse victimisation in Africa was conducted. The review synthesised evidence from 23 quantitative studies and was used to inform the epidemiological study. For study two to four, anonymous self-report questionnaires were completed by children aged 10-17 (n=3515, 57% female) using random door-to-door sampling in rural and urban areas in two provinces in South Africa. Children were followed-up a year later (97% retention rate). Abuse was measured using internationally recognised scales. Data were analysed using descriptive statistics, multivariate logistic regressions, and mediator and moderator analyses. Results: The first study, the systematic review, identified high prevalence rates of abuse across all African countries. It identified a number of correlates which were further examined using the study data from South Africa. The second study found lifetime prevalence of abuse to be 54.5% for physical abuse, 35.5% for emotional abuse, 14% for sexual harassment and 9% for contact sexual abuse. Past year prevalence of abuse was found to be 37.9% for physical abuse, 31.6% for emotional abuse, 12% for sexual harassment and 5.9% for contact sexual abuse. A large number of children experienced frequent (monthly or more regular) abuse victimisation with 16% for physical abuse, 22% for emotional abuse, 8.1% for sexual harassment and 2.8% for contact sexual abuse. Incidence for frequent abuse victimisation at follow-up was 12% for physical abuse, 10% for emotional abuse and 3% for contact sexual abuse. Perpetrators of physical and emotional abuse were mostly caregivers; perpetrators of sexual abuse were mostly girlfriends/boyfriends or other peers. The third study found a direct effect of baseline household AIDS-illness on physical and emotional abuse at follow-up. This relationship was mediated by poverty. Poverty and the ill-person’s disability fully mediated the relationship between household other chronic illnesses and physical and emotional abuse, therefore placing children in families with chronic illnesses and high levels of poverty and disability at higher risk of abuse. The fourth study found that contact sexual abuse in girls at follow-up was predicted by baseline school drop-out, physical assault in the community and prior sexual abuse victimisation. Peer social support acted as a protective factor. It also moderated the relationship between baseline physical assault in the community and sexual abuse at follow-up, lowering the risk for sexual abuse victimisation in girls who had been physically assaulted from 2.5/1000 to 1/1000. Conclusion: This thesis shows clear evidence of high levels of physical, emotional and sexual child abuse victimisation in South Africa. It also identified risk and protective factors for child abuse victimisation which can be used to inform evidence-based child abuse prevention interventions.

This thesis focuses on the use of information technologies (ICT) in the development of children from families with low socio-economic background, specifically on the use of the Smart application. The theoretical part of the thesis discusses the specificity of the pre-school age from the perspectives of developmental psychology and social pedagogy. These disciplines are used to define the optimal characteristics and competencies necessary for school readiness. Next, specific aspects of school readiness and factors influencing this readiness are discussed. Relatedly, the specificities of upbringing in socially disadvantaged families and their impacts on child development are explored. In the following chapter, information technologies and their effects on child development are thoroughly discussed. The application Smart is then introduced, which is a specific tool designed to support the development of school readiness. The Smart application is then used in the empirical part of the thesis. Finally, at the end of the theoretical part, the diagnostic instrument Isophi is described. This instrument was used to evaluate the children participating in my research. The empirical part of the thesis describes a multiple case study of the development of children from families with low socio-economic...