The diploma thesis deals with CLIL teaching at primary school with a focus on pupils with special educational needs, specifically pupils with learning disabilities and pupils from socially disadvantaged backgrounds. The work aims to compare the work of ordinary pupils in CLIL classes with the work of pupils with special educational needs and to find out whether it is suitable for pupils with special educational needs. The theoretical part deals with CLIL teaching in general with a focus on teaching primary school pupils and briefly characterises some special educational needs. The practical part contains preparations for lessons and their reflections, an analysis of student work and evaluation of the pupils' satisfaction with content and language integrated learning questionnaire. At the end of the thesis, proposals for the modification of educational materials for pupils with special educational needs are attached. The research showed that CLIL teaching has no negative impact on the sample of pupils from socially disadvantaged backgrounds, but at the same time did not confirm, but also refute, the possibility of applying CLIL teaching to students with specific learning disabilities.

The purpose of this theses is to determine a rate of real fulfillment of educational goals in the art education. As a research method there will be used a case study of four pupils in the secondary school with an individual educational plan. The study will focus on real application of the educational content of the art educaion for these children. The author will find out to what extent and if it is even possible to achieve educational goals for children with individual education plan in real art education classes at a standard elementary school. Using several art activities, she will diagnose the achieved level of individual educational objectives in the art education. For a better idea, there will be also offered a comparison of the secondary school children without individual education plan, selected by random selection, with children from an art secondary school, who will be selected by random selection as well, and who are expected to be more talented and passionate about art activities.

This diploma thesis aims to describe the education system at schools in spa hospitals. It is the work of theoretical-empirical. The theoretical part describes the most commonly somatopedic disabilities with which pupils arriving for spa treatment to medical clinic.It also charakterises a core of problem, the schools at medical clinics. The practical part is realized one of the methods of qualitative research in the form of a case study. The aim of the research is to compare specifics of education at concrete schools.

and keywords This work is focused on the integration of high school students with special educational needs. The first part of the work deals with legislation, school counseling facilities, the integration process viewed by schools, attitudes toward handicapped people in our society and other conditions that determine the recent way of integration. The second part of the work is aimed at the integration of high school students who are physically and perceptually handicapped. These students form the most numerous group of individually integrated students at high schools with school leaving exam. The work is also aimed at the individual integration of students with autism spectrum disorders. The reason why this part of the work deals with these two types of integration is that the high school education methodology have been made only for them. The third part contains research that observes experience of teachers teaching integrated students, their professional awareness, the learning process and assessment of individual integration. Keywords: high school, inclusive education, integration of students with special educational needs, teaching assistant, a personal assistant, intact student.

This thesis takes the form of qualitative action probe and examines specific aspects of the work of selected pupils with SLD in interdisciplinary linking of art and language education with an emphasis on reaching goals evenly in both areas. The results of the research, which was carried out by observation and semi-structured interviews with pupils and teachers, are analyzed and crystallize into concrete suggestions of streamlining individual aspects of this method for even greater efficiency of separate steps in learning new skills to students with learning disabilities. In the theoretical part I introduce educational methods of synergic development of visual and linguistic imagination. It is primarily CLIL (Content and Language Integrated Learning), which represents an innovative tendencies in integrating English and another non-language subject (in this case Art) and a multisensory approach. I also specify the fundamental principles of the educational process in an interdisciplinary connections of art and English for pupils with learning disabilities, such as Gardner's theory of multiple intelligences, respecting individual learning styles of students, focusing on multimodal teaching principles and methods applicable to Hejný model of inclusive education of Art and English. I also describe the...

Title of the thesis: Release of pupils from physical education in elementary schools Aims of the thesis: The aim of this thesis was to find out the main causes of the release of pupils from physical education (PE) at 8 primary schools in the districts of Kolín and Nymburk, to outline the health consequences of release, to monitor the situation regarding the number of pupils with special educational needs (SEN) and to examine the subjective opinions of teachers on the issue using fieldwork data collection. Method: It is a questionnaire survey conducted at 8 primary schools in the district of Nymburk and Kolín. The research group consisted of 16 physical education teachers (2 teachers from each school), 12 women and 4 men. The questionnaire is divided into 2 parts. The first part, where general information and pupil numbers were collected, was completed by all respondents. The second part was intended for those who have pupils in their class with special educational needs. Results: 4.46 % of pupils were released from physical education at the schools interviewed in 2018/2019. The most common reason for TV release is muscle, skeletal or connective tissue disease (27 %). According to teachers, too many students in the group and the risk of progression of the disease or injury were the most frequent...

The diploma thesis is devoted to the inclusive education of pupils in the conditions of the Czech Republic and a comparison of approach to inclusive education with neighboring countries at primary and secondary education. The theoretical part defines the concepts and describes the system of inclusive education, including the diagnosis of pupils with special educational needs in our country and also in selected Western countries. The empirical part is based on a questionnaire survey. The respondents are teachers and assistants of special schools, teachers and assistants of mainstream schools and parents of pupils. The aim of the research presented in the empirical part is to find out what expectations from inclusion have its individual actors, for which pupils with special educational needs is the inclusion suitable, and what are the crucial criteria of success in inclusion according to selected groups of respondents.

The diploma thesis is focused on the support of early intervention in the inclusion of a visually impaired child into kindergarten. The work describes the development of a child with visual impairment at an early age. It also focuses on early care providing support to families with children with visual or combined disabilities, pre-school education and the support from a special education center. The aim of the work was to find out what is important for the parents of a visually impaired child when choosing a kindergarten, whether the inclusion is in accordance with the legislation and whether a multidisciplinary team participates in the support. As part of the research survey, qualitative research, aimed at monitoring family support for the inclusion of a visually impaired child in kindergarten by early care, was carried out. The results show that for families when choosing a kindergarten, it is most important to obtain information about the possibilities of including a child. Early intervention provides families with important information not only about the possibilities of inclusion, but also about the use of counseling services of a special pedagogical center. The choice of kindergarten is up to the parents, who take into account different aspects when choosing. An important indicator is the...

The diploma thesis deals with the issue of social-emotional climate in the elementary school class whose pupil is a child with special educational needs. The theoretical part focuses on the development of relationships among the people who influence the classroom climate and on creating a favourable classroom climate with all its positive features. It discusses disruptions of the classroom climate by a pupil with special educational needs and thus also the related competencies of the teacher in charge of the classroom climate and possible ways of diagnosis, intervention and support options. In the practical part, ten teachers from two selected elementary schools provide their insight on the degree of influence the pupils with special educational needs who attend their class have on the classroom climate. The aim of the research was to find out whether the classroom climate is significantly influenced by the presence of a pupil with special educational needs and if it raises the need for special care of the classroom climate. Semi- structured interviews with teachers have revealed that in order to achieve educational goals, it is necessary to create a favourable classroom climate and to maintain or improve it according to the teacher's knowledge and experience, including the possibility of...

Syftet med denna studie var att undersöka stödinsatsen i form av elevassistent och hur insatsen kopplas till elevens behov av särskilt stöd. Studien bygger på tidigare forskning kring elevassistentens roll och funktion i arbetet med elever i behov av särskilt stöd och har en kvalitativ ansats där åtgärdsprogram har samlats in och bearbetats med hjälp av dokumentanalys som metod. Även djupintervjuer av semi-strukturerad karaktär genomfördes med en rektor, en speciallärare och tre elevassistenter. Resultatet från dokumentanalysen analyserades och sammanställdes i en tabell och de inspelade intervjuerna transkriberades och sammanställdes utifrån teman. Resultatet analyserades, sammanfattades och sattes sedan i relation till tidigare forskning samt studiens teoretiska ramverk. Sammanfattningsvis påvisar resultatet att stödbehov kopplat till elevassistent som insats ofta är av social karaktär. Elevassistentens roll handlar med andra ord främst om att fungera som en stödstruktur, speciellt i sociala sammanhang. I elevassistentens roll ingår också ofta någon form av undervisning, antingen enskilt eller i mindre grupper. Elevassisternas behov av stöd hamnar inom områden som planeringstid, handledning och kompetensutveckling. I vilket omfattning detta stöd ges beror utifrån detta resultat lite på vilken enhet samt inom vilka årskullar elevassistenten är verksam. För att säkerställa att insatsen resulterar i en akademisk progression hos eleven, påvisar resultatet att detta sker genom dialoger mellan lärare och elevassistent samt genom olika typer av test. / The purpose of this study was to investigate what kind of support being conducted by the profession student assistant, and how their role is linked to students with special educational needs. The study is based on previous research how the role student assistant is functioning in relation to students with special educational needs. The study has a qualitative approach and the theoretical framework is based on the ecological system theory. Individualized educational plans have been collected and processed using document analysis as a method. In-depth interviews of semi-structured nature was also conducted with a principal, a special teacher and three student assistants. The results of the document analysis were analyzed and complied in a table and the recorded interviews were transcribed and complied based on themes. The result of the document analysis was analyzed, summarized and then compared in relation to previous research as well as the theoretical framework of the study. The results in terms of what is required from the student assistant are pointing towards needs of social character. In other words, the role of the student assistant is primarily to function as a support structure, especially in social contexts. A part within the role also includes teaching, either individually or in smaller groups. The student’s assistants need for support can be categorized into planning time, supervision and adequate education. Whether, and in what extent various support is given, varies from the result. The result demonstrates that the pupil’s academic progression is being ensured via dialogues between teachers and student assistants as well as various types of tests.