The topic of the thesis is the role of the teacher's assistant in inclusive education from the perspective of a teacher at elementary school. The aim is to find out how teachers perceive the position of teacher's assistant in the education of pupils with special educational needs. The theoretic part deals with basic and inclusive education, including relevant legislation, support measures, defining the position of teacher's assistant, his / her competences, job description and possibilities of cooperation with the class teacher. The empirical part analyzes interviews with class teachers who teach a pupil with special educational needs and thanks to they can cooperate with teacher assistants. Everything is complemented with findings from the observation of the activities of the teacher's assistant in the given class. At the end of the thesis, research questions are answered and some suggestions are defined. The research shows that the teacher's assistant is a necessary support in the classroom especially for pupils with mental disabilities.

This paper has been developed in the research line called Teachers Education, Knowledge and Professional Development, of the Post-Graduation Program in Education, at the Federal University of Santa Maria. It has attempted an approximation to imaginary significations and knowledge constructed throughout the life of a blind literacy class teacher. The main theoretical references have included the social imaginary, teacher s knowledge, the visual deficiency and the use of life histories as research sources. To carry out this study, the qualitative approach and the biographical method of life history have been employed to search for this teacher s history of knowledge construction and imaginary significations, through her autobiographical narratives and memories of her experiences as a blind literacy class teacher who has worked with the Braille system. From social imaginary theoretical contributions, it has been concluded that the subject of this research mobilizes her students, peers, school and the Association of Blind People to establish instituting significations, so as to show, from her life experience, some possibilities of instituted significations, which deny possibilities of professional exercise to the visual impaired and which, in a certain way, prevent both their social inclusion and total citizenship. In relation to the teacher s knowledge, it was verified that this knowledge is built through both personal and teaching experiences. Because of that, personal and experiential knowledge has prevailed. This research has also pointed out specific issues related to educational aspects of visual impairment, such as literacy through the Braille system, orientation and mobility, and use of specific resources. This study has enabled this life history, in its singularity, to contribute towards new proposals in terms of teachers education, teaching as a profession, and inclusion. / Este trabalho desenvolveu-se dentro da linha de pesquisa Formação de Professores, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Constitui-se na busca de aproximação das significações imaginárias e dos saberes construídos na trajetória de vida de uma alfabetizadora cega. As principais interlocuções teóricas contemplam o imaginário social, os saberes docentes, a deficiência visual e a utilização das histórias de vida como fonte de pesquisa. Para a realização do estudo, lançou-se mão da voz da alfabetizadora, utilizando-se a abordagem qualitativa e o método biográfico história de vida para, através de narrativas autobiográficas, buscar nas memórias dessa professora a história da construção de seus saberes e significações imaginárias construídas ao longo da sua trajetória como alfabetizadora com o sistema Braille. A partir das interlocuções teóricas do imaginário social, conclui-se que a interlocutora da pesquisa mobiliza alunos, colegas, escola e a Associação de Cegos para instaurar significações instituintes, no sentido de mostrar, através de sua trajetória de vida, possibilidades de exercício profissional, de inclusão social e de conquista da cidadania plena. Com relação aos saberes docentes, constatou-se que estes são construídos nas vivências pessoais e na experiência docente da interlocutora, por isso, predominam em sua prática os saberes experienciais e os saberes pessoais. A pesquisa também apontou questões específicas relacionadas aos aspectos educacionais da deficiência visual, como a alfabetização pelo sistema Braille, a orientação e mobilidade, bem como a utilização de recursos específicos. Este estudo contribuiu para que essa história de vida, na sua singularidade, colabore para a elaboração de novas propostas sobre a formação de professores, sobre a profissão docente e sobre a inclusão.

The aim of the diploma thesis called The role of a teaching assistant in the process of inclusive education in conditions of the particular elementary school is to find out, which aspects of inclusive education are fulfilled at the selected elementary school. The assessment is based on the research containing the analysis of school documents, personal attendance and observations at the selected school and structured interviews. Furthermore, on the basis of interviews with teacher assistants and selected teachers in a particular elementary school, the aim is to find out how the cooperation between selected teaching professions works and whether this cooperation meets the inclusion requirements, which are determined according to the study of professional literature. The theoretical part is divided into several areas. The main theme is inclusion. Other areas include the subjects of inclusion, such as schoolchild with special needs, teacher assistant and teacher. The practical part is divided into five stages. The stages include observation, interviews with selected teacher assistants, teachers, class teachers and analysis of primary school documents. The output of this thesis is a comprehensive picture of the conception of inclusion at a selected school, focused primarily on the results of...

Thesis focuses on self conception of primary school children impaired by specific learning disabilities. Based on case histories of nine children it states factors influencing the building of a self concept, and also follows a development of monitored children. The theoretic section defines a conceptual framework based on characteristics of a preadlolescent child with specific regard to her/his sensoric, cognitive and emotional development, with regard to development of child's self concept and to specific learnind disabilities in general. It describes the stage of children's development and learning disorders they are afflicted by. The practical section of the thesis describes case histories of nine pupils (and their development), which the author of the thesis followed for two years. The group consists of 9 pupils (2 girls and 7 boys). The thesis gives a thorough view on self conception of monitored children, their positionin the school group and areas of succes, it shows the individuality of each child's personality and his/her life story.

This diploma thesis is divided into a theoretical and practical part. In the theoretical part, the author derives from the historical findings of Educational Counselling Facilities in the Czech Educational system. Furthermore, she focuses on the definition of Educational Counselling Facilities before the introduction of the new concept of Individual Integration in 2016, including the working methods of school guidance counsellor. The author defines the terms of Individual Integration in detail and deals with the amendment and its consequences in the work of school guidance counsellors and teachers. The practical part includes an empirical research based on semi-structured interviews with school guidance counsellors. The author summarizes the findings of her questionnaire survey carried on among schoolteachers. In the final part, the author specifies the changes in the working methods of school guidance counsellors after the implementation of the new concept of Individual Integration starting from 1st September 2016. The author also clarifies the impact of the Individual Integration concept on the everyday responsibilities of the teachers and the educational facilities from their point of view.