This thesis is focused on the integration of pupils with special educational needs into alternative schools, points out the pros and cons for their education. In the theoretical part are explained in more detail the concepts related to specific learning disorder ADHD and mental retardation. There is characterized by the integration and inclusion of children with this disability and their cooperation with educational assistant. In the end of the given principles of the Waldorf, here is a comprehensive overview of the philosophy, education of pupils at the Waldorf schools. The practical part focuses on the specifics of the educational process at the Waldorf School and the inclusion of children with special educational needs into teaching. In qualitative research, the case study of integrated children and analyzed their professional documentation. Interested observing and working with them is documented their previous education and assessed the appropriateness of including these children to alternative schools.

My diploma thesis focuses on a vital issue our society is currently dealing with and that is the problematics of a cooperation between the teacher and the teaching assistant in primary schools. A crucial element of inclusive pedagogy is primarily the close mutual cooperation between the teacher and the assistant. In the theoretical part, the thesis is divided into three sections. The first section explains main terms of the inclusive approach to pedagogy, second part mentions various means of support and the final part is dedicated to the cooperation of the teacher and the assistant. The empirical part is a research, which explores cooperation patterns between the teacher and the assistant. The research uses a qualitative approach and employs a semi-structured interview method. The aim was to try to understand various ways of how the cooperation can be maintained on a primary education level.

This thesis studies the functioning of pupils with special educational needs in mainstream lower secondary schools. The special focus is on social studies classes. The teaching/learning processes are described within the broader context of education, which includes mainly parents or legal guardians, teachers and teaching assistants. The theoretical part describes the legal framework of inclusion in the Czech Republic and previous research on the role of teaching assistants. The empirical part uses the qualitative approach. Several cases are presented based on analysis of documents, interviews and observations. The data were compared across the cases. The results suggest that there is a difference between the lessons of social studies and the classes of the "core subjects". The teaching assistants are available in the social studies classes only rarely. Given the mixed effects of the teaching assistants on learning and socialization of the special needs pupils, this situation might have both positive and negative impact. KEYWORDS: Teaching assistant, pupil with special educational needs, inclusive education, social studies, research

The aim of the diploma thesis is to highlight the importance of a teaching assistant in terms of contribution to the educational process for pupils with SVP at primary level. The theoretical part of the thesis is based on the issue of pupils with special educational needs. It reflects the current trend of education, which is based on the uniform rights of all to education, especially in the case of differences, whether health or social, and describes inclusive approaches to education. The inclusion is based on the cooperation of selected actors - the pupil, school management, teachers, their assistants, legal representatives and representatives of counseling facilities, so the theoretical part also touches on this issue. It also contains the characteristics of pupils with SVP and summarizes the disabilities, social and health disadvantages that entitle the pupil to the assignment of a teaching assistant. From the professional point of view, the teaching assistant approaches the profession, the necessary education to perform the profession, the historical development in terms of the occurrence of this profession in teaching and at the same time capture the development of the importance of this role. In the practical part, a quantitative research was conducted in the form of online questionnaires....

Hana Pomahačová ABSTRACT This master thesis deals with teachers as co-creators of the profession of teaching assistant. This profession of teaching assistant, in our milieu, is a new profession, still not quite established. However, it is a highly important part of the inclusive education. The goal of this work is especially to contribute to a further discussion about the profession of teaching assistant. The work is based on the constructionist paradigm, the profession of a teaching assistant is dealt as a social construct profession and the teachers are seen as one of actors - co-creators of this construction, whose everyday professional lives are touched with inclusion and thus also with the work of a teaching assistant. This means, that the attention is brought especially to the way, how the profession of a teaching assistant is understood in everyday life and which kind of acting comes out of this understanding. The theoretical part is focused on brief definition of basic terms, as the profession of teaching assistant, its legislation framework, inclusive education, social constructionism and other actors creating the profession of teaching assistant are interpreted. In the practical part the attention is focused on one of these actors, namely the teacher of the firs grade of elementary schools. Based...

The subject of the diploma thesis will be the analysis of nursery schools as an independent institution providing education and training of preschool children. Special attention will be paid to verifying the readiness of Czech nursery schools for the education of foreign children. The aim of the work is to reveal the limits and readiness of selected Prague nursery schools for the education of children from different cultures. Part of the work will be own field research carried out through interviews between teachers and children of kindergartens and participatory observation.

This master thesis deals with the subject of the first-grade primary school teaching assistants. It seeks the answers on following questions: what the social and cultural background of teaching assistants is; what their key motivation for is applying for this role; what their expectations before were entering the profession; what their motivation for continuing the profession is. In this master thesis, I place the emphasis on uncovering the previous job and life experiences of teaching assistants as well as how these past experiences affect their current job position. The answers for these questions are provided by qualitative and quantitative research which is based mostly on semi-structured interviews with teaching assistants from the elementary school in Prague, district 10. From the outcome of these interviews, the questionnaire was made, which was subsequently sent to assistant teachers from various parts of Czech Republic. Questionnaires were used mostly for confirmation and completion of information acquired from semi-structured interviews. This master thesis confirms that assistant teachers get involved in their profession for various reasons and have diverse previous work and life experiences. Education of assistant teachers is diverse, which in turn leads to rather vague expectations...

The topic of this thesis is "Pupil with Autism Spectrum Disorder in a Mainstream School - Case Study of a Pupil in Elementary School and Secondary School". The first, theoretical, part of the thesis deals with autism spectrum disorders (ASD) and diagnostics; it will also address current legislative changes of the educational system in the Czech Republic as well as the counseling system, school counseling centers, and school counseling facilities. The second, practical, part will deal with the process of educating pupils with ASD in mainstream elementary schools and secondary schools. The aim of my research was to determine how pupils with ASD were able to integrate into a standard primary school and secondary. I focused on approaches and methods used in the educational process, especially on structured learning, as well as on the teachers' readiness to integrate pupils with special educational needs. The research was conducted in České Budějovice, at the J. Š. Baar Elementary School and Kindergarten, and at the J. V. Jirsík Gymnasium. I used the observation method, interviews with the legal representatives of both pupils, teachers and teachers' assistants, and direct work with autistic pupils; I also had the opportunity to teach the pupil at the gymnasium during my teaching practice as part of my...

This diploma thesis deals with the role of an assistant at the moment of inclusion. It focuses on the position of teaching assistant, which is currently often performed by students from faculties of education. The aim of this thesis is to find out the motivation of students to practice this profession before taking up the role of class teacher at primary school. The thesis is divided into the theoretical part, where it deals with the concepts of assistance from history to the present. It describes pupils with special needs that the assistant should know and meet. The practical part is divided into two sections. In first one he describes interviews with students who perform the position of assistant teacher during their studies. With class teachers who worked as assistant teachers before taking up their role and with the school management, which is known for its cooperation with students. The practical part also describes personal experience with the role of assistance by the author of the work. The second section describes the analysis of the questionnaire survey for the course Assistant practice, in which each student of the teaching module encounters the role of assistant. At the end of this work are presented data.

Syftet med studien är att bidra med kunskap om några elevassistenters erfarenheter av att hantera frågor som rör elevers personliga och kroppsliga integritet, med särskilt fokus på gränser för kroppslig närhet i grundsärskolans dagliga praktik. De metoder som tillämpades var narrativa intervjuer med en kvalitativ design. Den teoretiska ramen utgörs av socialkonstruktivistisk teori med en narrativ ansats samt skriptteori. Intervjuerna utfördes på tre olika grundsärskolor i två olika kommuner och primära data innefattar intervjusvar från sex elevassistenter. Det mest framträdande i analysresultatet är att elevassistentens uppdrag att hantera elevers personliga och kroppsliga integritet i grundsärskolan, innefattar en komplex praktik som inrymmer en mängd olika dilemman. Elevassistenternas brist på och behov av att prata om, reflektera, samverka, skapa samsyn och gemensamma förhållningssätt kring frågor som rör elevers personliga och kroppsliga integritet i grundsärskolans dagliga praktik – bland annat utifrån otydliga läroplaner, brist på pedagogisk utbildning, tabun, varierande synsätt, den egna osäkerheten på området; men i synnerhet utifrån att elever i grundsärskolan är en särskilt utsatt grupp. Samtidigt framstår samverkan och särskilt samverkan mellan grundsärskola och grundskola, och gemensamma strategier, som framgångsfaktorer i arbetet med elevers personliga och kroppsliga integritet. Vidare visar studien att det är viktigt att uppmärksamma och medvetandegöra alla de aspekter som påverkar grundsärskoleelevers gränser för kroppslig närhet. Begränsande oreflekterade normer visar sig leva kvar i grundsärskolans dagliga praktik, vilket lyfter fram ett behov av normkritiskt tänkande. Studien belyser komplexiteten i elevassistentens roll som handlar om att skapa en nära relation och samtidigt ge elever utrymme att träda fram som subjekt. Elevassistenten framstår i studien vara en viktig förebild i arbetet med att utveckla grundsärskoleelevers personliga och kroppsliga integritet. / The purpose of the study was to contribute knowledge regarding a few student assistants’ experiences of dealing with issues related to the students’ personal integrity and physical integrity, along with special focus on boundaries for physical proximity in special school practices. The method used was narrative interview with a qualitative design. The theoretical framework consists of social constructivist theory with a narrative approach and script theory. The interviews were conducted at three different special schools in two different municipalities. The primary data was interview answers from six student assistants. The most prominent analysis result found that the student assistant’s task of managing students’ personal and physical integrity in special school includes a complex practice, which contains a number of different dilemmas. The student assistants lack of communication, including talking about, reflecting, and collaborating, to create consensus and common approaches to issues regarding personal integrity, and physical integrity in special school daily practice, along with – unclear curricula, lack of pedagogical education, taboos, varying approaches, and their own uncertainty in the field; but especially on the basis that students in special school are a particularly vulnerable group. At the same time, collaboration, and especially collaboration between special school and primary school, along with joint strategies, appear as factors which lead to success in the work with students personal and physical integrity. Furthermore, the study shows that it is important to pay attention to, and raise awareness of, all the aspects that affect special school student’s boundaries for physical proximity. The limitation of unreflected norms proves to still exist in the practice of special school, which highlights a need for norm-critical thinking. The study highlights the complexity of the teaching assistant’s role, which involves creating a close relationship and, at the same time gives students space to emerge as a subject. The study made clear that the student assistant is an important role model in the work of developing the personal and physical integrity of special school students.