This study presents a new framework for designing pedagogy in an informed and controlled way. It considers the importance of progression of pedagogy during a learning episode, so that an instructor can modify the pedagogical approach as well as the content in a lesson. The significance and novelty of this research lie in the proposals to provide support for ADHD learners and assist them to overcome their academic weaknesses/challenges through appropriate pedagogically sound interventions. Therefore, in order to contribute to the development of a suitable pedagogical approach for children who diagnosed with ADHD, issues of having ADHD are discussed within the scope of the research. In this respect, an aetiological model of ADHD has been developed to identify different levels of impairments as well as to clarify areas in which educational pedagogies must address the limitations of ADHD learners. Early stage results described here consider evidence to determine the viability of two literature-based models, named the ‘6Ms pedagogy model’ and the ‘aetiological model of ADHD’. In identifying the need to explore an accurate pedagogical model for ADHD children, two models have been evaluated. The analysis is based on a combination of secondary analysis, qualitative, and quantitative data analysis, which covered data, collected from expert advice, including that from professionals, coaches, and teachers and from those involved in the education of learners with ADHD and parents. Evidence from findings on ADHD is married to a new model of pedagogy named the ‘7Ms pedagogy model’. The ADHD pedagogical model is then evaluated by SEN teachers serves to facilitate well-informed and targeted design decisions about pedagogy, which could provide children with support and help them overcome academic limitations. Keywords: Attention Deficit-Hyperactivity Disorder; 6Ms Pedagogy Model; 7Ms Pedagogy Model; learning theories; aetiological model; typically developing learners (TDLs); and special educational needs (SEN).

Syftet med denna uppsats är att utforska vad rollen som resurspedagog i en inkluderande förskoleverksamhet innebär. Denna roll ser olika ut beroende på vilket behov av särskilt stöd barnet i fråga är i. Därför utgår uppsatsen från författarens roll i sitt dagliga arbete med Molly, ett barn med diagnos inom autismspektrumet. Essän börjar med två självupplevda berättelser där resurspedagogen hamnar i situationer där agerandet inte är självklart. Utifrån dessa berättelser följer en reflektion över varför resurspedagogen agerade som den gjorde, vilka alternativ till agerande var möjliga och vad de olika scenarierna hade kunnat betyda för Molly. Frågeställningarna som besvaras i essän är först vad inkludering innebär och vad det har inneburit för Molly och hennes resurspedagog. Därefter besvaras frågan om hurresurspedagogens roll i en inkluderande verksamhet kan se ut och vilka krav som kommer med rollen. Slutligen besvaras frågan om vilka pedagogiska utmaningar som kan uppstå för en resurspedagog till ett barn med diagnos inom autismspektrumet i en inkluderande verksamhet. Uppsatsen är skriven i vetenskaplig essäform vilket betyder att reflektioner över resurspedagogens egen erfarenhet blandas med en diskussion av vetenskaplig litteratur. Reflektionsdelen inleds med en redogörelse för diagnosen autism och vad den praktiskt innebär för rollen som resurspedagog. Detta för att samarbetet med habiliteringen och den föreskrivna träningen utgör sådan stor del av rollen. Därefter fortsätter texten med att besvara ovan nämnda frågeställningar.

Lietuvai atkūrus nepriklausomybę pradėtos kurti galimybės specialiųjų ugdymosi poreikių turintiems vaikams ugdytis kartu su jų bendraamžiais. Toks ugdymo organizavimas, kai vienoje grupėje ugdomi ir specialiųjų poreikių vaikai, reikalauja iš pedagogo naujų ugdymo bei ugdymosi metodų įvaldymo, keisti savo kaip ugdytojo vaidmenis ir nuostatas. / Since Lithuania gained its independence, the opportunities for education of children with special educational needs together with their peers were created. Such organization of learning when children with special educational needs are educated in the same group requires from a teacher the mastering of the new educational and learning methods and change of his/her role and attitude as an educator.

Darbe atlikta teorinė inkliuzinio ugdymo sampratos, ugdymo(si) individualizavimo veiksnių bendrojo lavinimo mokykloje analizė. Iškelta hipotezė, kad pedagogai, individualizuodami ugdymo procesą, patiria sunkumų įvairiuose ugdymo individualizavimo srityse, kurie lemia specialiųjų ugdymosi poreikių turinčių mokinių ugdymosi kokybę. Turinio (content) analizės ir struktūruoto stebėjimo metodais buvo atliktas tyrimas, kurio tikslas – atskleisti ir įvertinti ugdymo(si) individualizavimo veiksnius kokybės aspektu. Atlikta kokybinė gautų duomenų analizė. Tyrime dalyvavo 4 bendrojo lavinimo mokyklų pedagogai, 4 specialiųjų ugdymosi poreikių turintys mokiniai. Buvo išanalizuotos 4 adaptuotos programos. Empirinėje dalyje analizuojamas adaptuotų programų pritaikymas individualiems mokinių gebėjimams ir poreikiams. ugdymo(si) turinio ir proceso individualizavimas. Vertinami ugdymo(si) individualizavimo veiksniai pedagogo ir mokinio veikloje. Aptariami ugdymo(si) individualizavimo teigiami ir neigiami aspektai. Svarbiausios empirinio tyrimo išvados: 1. Lietuvių kalbos adaptuotų programų turinio analizės rezultatai parodė, kad programose trūksta išsamaus mokinio gebėjimų ir individualiųjų poreikių įvertinimo. Pedagogų keliami tikslai labiau abstraktūs, orientuoti į dalykinių gebėjimų ugdymą ir dalinai susiję su mokinio gebėjimais. Ugdymo(si) turinys nederinamas su bendrojo ugdymo turiniu. Mokymo būdai ir metodai parinkti labiau elementarūs ir dalinai atitinkantys mokinio negalę. Galima... [toliau žr. visą tekstą] / In this research work there was done theoretical analysis of inclusive education conception, as well as factors of individualization in the process of education at comprehensive school. Hypothesis was set, that pedagogues, in the process of individualized education meet various difficulties which determine the quality of education for students with special educational needs. By the methods of content analysis and structural observation there was done a research, the aim of which was – to disclose and assess the factors of individualization in teaching – learning process in the aspect of quality. The qualitative data analysis was done. In the survey participated 4 comprehensive school pedagogues, 4 pupils having special educational needs. There were analysed programmes prepared at Pakruojis region comprehensive schools. In the empirical part adapted curriculum compilation and application matching with the pupils’ learning abilities and needs, as well as the individualization of educational content and the process for the schoolchildren with special educational needs, are analysed. The factors of individualization in teachers – pupil’s practice are evaluated too. Positive and negative aspects of individualized educational process are discussed. The most important conclusions of empirical research: 1. The results of analysis of adapted Lithuanian programmes content showed that there is lack of full – scale evaluation in defining pupils’ personal abilities and individual needs... [to full text]

People in children’s environment can significantly influence the process of inclusion in regular schools,teachers and their perceptions on students with special abilities are recognized asplaying a key role. As such, this study aims at investigating, comparing and analyzing Greek and Swedish primary school teachers’ attitudes on inclusive education for childrenwith mental disabilities, as well as their experiences concerning the impact students’ environment has on their efficient inclusion and development. To this end, interviews with them have been employed for data collection in this cross-cultural qualitative research.

A great deal is known and has been written about the difficulties that high IQ children can experience in the classroom when their special educational needs are not met. Evidence suggests that these difficulties can result in poor academic performance. This study is different from the research carried out in this field so far in that it expresses an hitherto unheard adult voice. It does so by examining the causes and the long-term effects of academic underachievement, as perceived by high IQ adults, on reflection. A mixed quantitative/qualitative methodological approach was used. 158 members of British Mensa, the High IQ Society, completed one semi-structured open ended questionnaire about their perceptions of the causes and long-term effects of their academic underachievement. A second questionnaire was completed by 50 of the previous sample who had revealed that they had reversed their underachievement in adulthood. This highlighted the differences between their educational experiences as children and as adults. It also revealed the impact that their delayed academic achievement had had on their life trajectory. Out of those 50 participants, ten took part in semi-structured one-to-one interviews which allowed for more in-depth enquiry. The conclusions of the study were that, if not nurtured, an innate ability such as a high IQ can become a disadvantage over time. It suggests that not catering for the special educational needs of high IQ children by not providing the mental stimulation they need is 'intellectual neglect'. Such neglect, like physical and emotional neglect, may affect mental well-being in adulthood. In the study sample, most of the participants' long-term economic and mental health had been negatively affected by their academic underachievement, even when it had been reversed in adulthood. This is an area which seems to have been little researched so far, perhaps because of the difficulty of locating high IQ underachieving adults. Yet, the issues highlighted by the research are of great importance not only to the individuals concerned but also to society. The desired outcomes of this study are that the dissemination of the results will raise awareness amongst educators and policy makers of the potential negative long-term effects of neglecting high IQ children's intellectual needs. It will also provide a platform for further research.

Title: Inclusion of pupils with physical disabilities into physical education in schools in Prague and Central Bohemian region. Objectives: The Thesis analyses the current state of inclusion of pupils with physical disabilities into physical education classes and the experience with this process in schools in Prague and the Central Bohemian region. Methods: The procedure of public inquiry, created by adapted physical activity experts from UP in Olomouc, was applied to fullfill the objectives of the Thesis. The structured as well as unstructured questions made it possible to describe the structure of the group of physically handicapped pupils and found out especially the reasons for releasing these pupils from physical education classes, preparedness of schools for including pupils with physical disabilities into these classes and the forms of support, which are from the perspective of schools indispensable for the inclusion into physical education. Results: Inclusion of the pupils with physical disabilities into the physical education classes in schools in Prague and the Central Bohemian region does take place. However, the conditions are not entirely satisfactory and it is applied in particular to pupils with a lighter type of physical disability. The results of the Thesis indicate a shortage of...

TITLE: The stimulation of a person with physical and combined handicap: methods of use of Reflex locomotion AUTHOR: Bc. Martin Bitman DEPARTMENT: Katedra speciální pedagogiky SUPERVISOR: doc. PaedDr. Vanda Hájková, Ph.D. ABSTRACT: This thesis deals with the method of reflex locomotion and its impact on people with disability. The theoretical part describes the introduction to methods of reflex locomotion - its definition, history, indication, the course of therapy, developmental ontogeny, the therapeutic system, justifies the reasons for the failure of therapy. The practical part is focused on the use of methods of reflex locomotion to people with disability. It includes research and impact assessment methods reflex locomotion on selected components of special education children early and preschool age, and shows the results of research on the awareness, adoption and use of methods at home. The main objective is to determine whether the method of reflex locomotion effects on selected special education methods - fine and gross motor skills, graphomotor and drawings. KEYWORDS: method of reflex locomotion, people with disability, special educational diagnostics

The thesis discusses the method of reflex locomotion and its impact on persons with disabilities. The theoretical part describes the method of introduction to the topic of reflex locomotion - diagnostics that precedes it, its definition, indicate the course of therapy, developmental ontogeny, therapeutic system, justifies the possible causes of failure of therapy. It also shows the personality of Vaclav Vojta and the history of its concept. The practical part is focused on the perception of reflex locomotion methods by clients.

The purpose of this study was to research what needs students feel that they have, linked to the physical learning environment in the classroom, and how this affects their conditions for learning. These needs can then hopefully give an indication of how the physical learning environment can be designed and adapted to increase its accessibility and thus reduce the need for exclusionary measures. The theories of the study concern thoughts about inclusion and theories about how the physical learning environment can be changed based on students' needs. The theoretical framework is based on a socio-cultural perspective, the ecological system theory and from the special educational perspective. Both a quantitative and a qualitative approach have been used in the form of questionnaires and semi-structured interviews with students in one high school. The interview questions were worked out on the basis of the results of the survey. A comparison of the results from the respective survey method has been made and analyzed on the basis of the theoretical framework. The pupils experienced a need to reduce both auditory and visual distractions. A high proportion of students felt that the order and study area in the classrooms were not so good. The furniture's adaptation to the students physical conditions deteriorated with the students’ ages. Posters and other information on the walls seemed distracting to some students, while the majority were not disturbed by it or even gave a positive effect. The availability of tactile aids facilitated the conditions for concentrating for certain students. The development of the school's learning environments can, on the basis of the study, be beneficial to all school students and not isolated to students in difficulty to increase the scope of inclusion with all its advantages. Hopefully, the study can provide indications of what needs in the physical learning environment that can be found in students.