Syftet med studien är att synliggöra förskollärares uppfattningar om specialpedagogens roll i förskolan. Syftet besvaras genom följande frågeställningar: Hur beskriver förskollärare specialpedagogens roll i förskolan? På vilket sätt anser förskollärare att specialpedagogen kan bidra till att skapa en inkluderande verksamhet på förskolan? Studien är baserad på kvalitativa semistrukturerade intervjuer med sju verksamma förskollärare. Databearbetningen gjordes genom en tematisk analys, med genomgående prägel från det relationella perspektivet. Resultatet visar till stor del att förskollärare beskriver specialpedagogens roll som främst stödjande och att specialpedagogen med sin särskilda kompetens vägleder pedagoger i utmanande situationer. Det finns en enighet bland förskollärarna som anser att specialpedagogen bidrar till att skapa en inkluderande verksamhet genom främst åtgärdandestödinsatser, i redan uppkomna och utmanande situationer. Däremot finns en önskan att specialpedagogen skulle vara närvarande även i förebyggande stödinsatser av inkludering, till exempel genom planerade besök som sker i proaktivt syfte. Detta skulle kunna ske genom att specialpedagogen gör återkommande besök i barngruppen men även genom att vara närvarande under pedagogernas avdelningsmöten. / The purpose of the study is to highlight preschool teacher’s perceptions of the role of the special educator in preschools. The purpose is addressed through the following questions: How do preschool teachers describe the role of the special educator in preschools? In what ways do preschool teachers believe that the special education can contribute to creating an inclusive environment in preschools? The study is based on qualitative semi-structured interviews with seven active preschool teachers. Data processing was done through a thematic analysis, with a consistent influence from the relational perspective. The results largely show that preschool teachers describe the role of the special educator as primary supportive and that the special educator, with their specific competence, guides teachers in challenging situations. There is a consensus among preschool teachers that the special educator contributes to creating an inclusive environment mainly through remedial support measures in already occurring and challenging situations. However, there is a desire for the special educator to also be present in preventive support measures for inclusion, for example through planned visits that occur proactively. This could happen by the special educator making recurring visits to the children´s group but also by being present during the teacher´s departmental meetings.

The diploma work deals with the school integration of handicapped children into basic schools and with the grades of this integration. It provides the legislative backround, defines special pedagogy and outlines the theoretical essentials of the educational needs of pupils with visual and hearing impairments, pupils with communication disorder, with physical handicap and combined impairments. The diploma work also defines its objectives, characterizes the studied sample of respondents and describes the research methods and methodology. The research results are shown in tables and diagrams. The work is concluded with an analysis of the stated hypotheses.

This paper focuses on the possibilities of religious-pedagogy developing moral actions of the mentally handicapped mainly through the Ten Commandments. The theoretical part defines the basic terminology, divisions and specifications of special pedagogy, psychopedia, didactics of mental retardation, religious pedagogy, didactics of ethic education and Christian moral. The practical part deals with methodical procedures of religious education compiled into a didactic project, specifically didactic applications. The basics origin from the Ten Commandments as characterized in KKC. With regards to development psychology, didactics of mental retardation and the evaluation of the didactic project, the most suitable possibilities of religious-pedagogy developing moral actions seems to be the religious pedagogy of integrated education of Franz Kett and Esther Kaufmann.

In this thesis I describe the reeducational processes in educational institutions, especially from the point of view of special pedagogy. In the theoretical part of thesis I define the behavioral disorders and then I deal with methods, techniques, approaches and forms of work with individuals with behavioral disorders. In the practical part, I used quantitative research method of questionnaires given to the educational institutions in Czech Republic. The aim was to check, if methods, techniques, approaches and forms are different in each of educational institutions and to check, if the selected theories are practically used