Annotation This thesis deals with problematic of learning disabilities in secondary schools. The topic itself is deeply covered in foreign literature, but in Czech Republic, it has not yet been thoroughly described. The thesis offers a close look on the problematic of learning disabilities from the students' side as well as from the side of the teachers. One of the important parts of the thesis is secondary symptoms of dyslexia, which begins to appear in adolescence. These difficulties do not only affect education on secondary schools, but they also affect personal life of the dyslexic and later they are reflected at work. The thesis also includes advices how to compensate secondary symptoms. Main goal of the research was to discover, whether there is adequate care given to these dyslexic students and whether they are interested in such a specific care. On the side of the teachers, it was examined, whether they are sufficiently prepared for the work with the dyslexic students, how they perceive the students with dyslexia during the classes and how they are trying to help to these students. The conclusion of the thesis presents findings from the individual interviews with students and teachers which, together with research results, led me to draw topics for school practice. Keywords Dyslexia,...

HOFMANNOVÁ, Romana. Autistic child starts a school attendance at a current elementary school. Čerské Budějovicee: University of South Bohemia, Pedagogical Faculty, Department of Pedagogy and Psychology, 2012, pp., Supervisor of the diploma thesis PhDr. Marta Franclová. My diploma thesis is focused on autism particularly on connection of autism and educational possibilities for persons with ASDs (Autistic Spectrum Disorders). My work consists of two parts. Theoretical part deals with theoretical informations about especially about expressions and qualification. Theoretical part contain autistic persons in CZ an about consultant services. Very important role plays Individual education plan. Second practical part is in a form of personal study.

The thesis deals with homeschooling. Theoretical part defines the basic concepts of homeschooling and describes the development of a child from six to eleven years of age. There is also analysis of history, development and legislation of homeschooling. The last part describes the practice of homeschooling from the perspective of the family and the institutions. Practical part of the thesis is focused on the search for common characteristics of families and children in homeschooling. This section is based on information obtained through interviews with parents and teachers. Analysis results are reported in the interview evaluation of hypotheses.

Made available in DSpace on 2016-06-02T19:46:14Z (GMT). No. of bitstreams: 1 3397.pdf: 852407 bytes, checksum: 1829ba212503346c05f7bd9a4dad95cf (MD5) Previous issue date: 2010-08-06 / Universidade Federal de Minas Gerais / The Salamanca Statement (1994) advocated the practice of schooling for people with disabilities in the regular classroom and into mainstream schools, stressing the need to optimize the planning tool into pedagogic practices in order to meet the special educational needs of some students within heterogeneous classrooms. In several European and North American countries, the oficialization of the individual education practice plan is one of the intervention tools used to improve the students with disabilities education. Although the names used for this practice vary between countries and terms such as plan/planning/project, educational/scholastic/ enrollment, and personalized/individual are largely employed, these proposals focus on the existence of legal provisions to ensure to all students in situation of disability the right to an individual educational plan (IEP) tailored to meet their individual needs. There is no legal requirement for this issue in Brazil. This lack explains some of the current problems outlined by the inclusive policy and practice in our education system. This paper aimed to describe, analyze and compare the IEP proposals adopted by Italy, France, U.S., and Spain, seeking to comprehend the IEP regulation in these countries and to identify parameters to elaborate proposals enlightening the paths to follow to implement this practice in Brazil. It was a documentary study based on available data from the official websites of the Ministry of Education in those countries between 1994 and 2008. The applied methodology envolved the following stages: 1) preliminary feasibility study for a research proposal; 2) search, identification, and selection of official documents; 3) content analysis of documents related to the practice of IEP; 4) data organization; and, 5) data description and analysis. The results showed diversity between countries including the concept of school inclusion, the radical and/or total inclusion and the inclusion that presumes the existence of the continuum of support services. They also presented the variety in models of IEP from those who relate solely to the schooling to those who contemplate a more widespread attention beyond the realm of school life. The conclusions highlight the importance of legal provisions on the implementation of the IEP for students with disabilities to ensure the right of school education. / A Declaração de Salamanca (1994) preconizou a prática da escolarização de pessoas em situação de deficiência nas classes comuns das escolas regulares, desencadeando a necessidade de otimização do planejamento das práticas pedagógicas a fim de responder às necessidades educacionais particulares de alguns estudantes em classes heterogêneas. Em vários países da Europa e América do Norte, a oficialização da prática do planejamento educacional individualizado é uma das ferramentas adotadas para melhorar a educação de estudantes em situação de deficiência. Embora a terminologia referente a essa prática seja diferente entre os diversos países, variando de termos, tais como, plano\planejamento\projeto, educacional\escolástico\de escolarização e personalizado\individualizado, o ponto central dessas propostas é a existência de dispositivos legais que garantem a todo estudante em situação de deficiência o direito de um plano educacional talhado individualmente para responder às suas necessidades diferenciadas. Considerando a ausência desse tipo de requisito legal no Brasil, e que esta lacuna explica alguns dos problemas atuais apontados nas políticas e práticas de inclusão escolar em nossa realidade, o propósito do presente estudo consistiu em descrever, analisar e comparar as propostas de PEI na Itália, França, E.U.A. e Espanha, buscando descrever como ele regulamentado nesses países, a fim de identificar subsídios para elaboração de sugestões de como essa prática poderá ser instituída no Brasil. Este estudo, de natureza documental, teve como fonte de dados os documentos obtidos nos sites oficiais do Ministério da Educação daqueles países, publicados no período entre 1994 a 2008. A metodologia utilizada envolveu as seguintes etapas: 1) estudo preliminar da viabilidade da proposta da pesquisa; 2) busca, identificação e seleção dos documentos oficiais; 3) análise do conteúdo dos documentos referentes à prática do PEI; 4) organização dos dados; e 5) descrição e análise dos dados. Os resultados mostraram a diversidade entre os países desde a concepção sobre a inclusão escolar, bem como sobre a inclusão total\radical até aquela que pressupõe a existência do contínuo de serviços de apoio, e também evidenciaram a variedade nos modelos de PEI, desde aqueles que visam apenas à escolarização até os que contemplam uma atenção mais generalizada para além do domínio da vida escolar. As considerações finais apontam para a importância de dispositivos legais relacionados à implementação do PEI destinado a estudantes em situação de deficiência para que o direito à educação escolar seja de fato garantido.

The aim of my thesis is to analyze various aspects of the inclusive teaching concept within the first stages of elementary education and how such aspects may be applied. The work is divided into two main parts, theoretical and practical. The theoretical part is further divided into five main chapters. The first chapter covers the topic of how all students can be included in the elementary education system. The second chapter discusses the key components of how the theory can be implemented and successfully applied to individuals in order to help students achieve their educational goals. The third chapter focuses on topics of special needs education, learning and behavioral disorders. The fourth chapter discusses the necessary role parents and guardians should take in this process. A summary of theoretical part is provided in the fifth chapter. The practical part of the thesis is also divided into four chapters, each of which is numbered and connected to the theoretical part. The sixth chapter defines the objectives of the practical part of my thesis, which are based on various research methods including interviews, surveys and questionnaires. The purpose of the research was to collect firsthand accounts, information and data that would help me analyze the concept of inclusive education and assist...

This thesis is focused on occurrence of specific learning disorders among primary education pupils in the selected basic schools and teachers'work with these pupils. The theoretical part of the thesis aims on delimitation of specific learning disorders; diagnostics; re-education; and potentional learning possibilities. Practical part analyses teachers' preparedness for specific learning disorders in the regions of Hradec Králové and Prague. Data were collected by means of questionnaire method. The thesis' objective is to discover a frequency and type of learning disorders occurring in the selected basic schools; how are teachers prepared for the issue of specific learning disorders among basic school pupils; and what methods are used in education of pupils with learning disorders. Secondary objective is to discover a share of pupils with learning disorders in inspected classrooms. Examined data showed that teachers have necessary professional qualities for education of pupils suffering from learning disabilities.

This thesis deals the special pedagogical problems of education of integrated pupils in primary school. The aim of this thesis is analyze the communicative skills of pupils with different educational needs. The partial aim of this thesis is finding development of individual language levels of children with special educational needs in primary school according to a story from the book that commonly used in the classroom. The theoretical part is the basis for meeting performance targets. It dedicated to communication, speech and its development and individual education program. The practical part is based on method of qualitative nature - casuistries of pupils with different educational needs in primary school.

This thesis deals with the inclusion education of pupils in the conditions of primary school with small classes conditions. There are defined terms as inclusion, integration, assistent teacher, school advisory facilities. The aim of the thesis was to find out how the quality of inclusive education is achieved in conditions of the primary school with small classes conditions. Identify the most common barriers to the implementation of inclusive education to primary school from the point of view of teachers and teacher assistant. Find out which factors have the influence in the inclusion process from point of view of teachers. It has been developed the case study of the student with physical impairment who is study at primary school with small class conditions. Research has shown that the quality of inclusive education at primary school with small class conditions is achieved by creating a stimulating and motivating scope. Emphasis is placed on the individual pace of each pupil. Factors relating to the impact are: Number of pupils in the class, communication between the schools and families of pupils, finance and further education of teachers. Key words: inclusion, integration, teacher asistent, school advisory facilities, legislation, individual education plan.

Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia explores the need for curriculum modifications, accommodations, and remediation techniques for beginner band students with specific learning disorders (SLDs) under the umbrella of Individual Education Programs (IEPs) or 504 plans for attention-deficit/hyperactivity disorder (ADHD) and/or dyslexia. ADHD and dyslexia are the most common of the neurodevelopmental disorders, often affecting a student's ability to stay focused and attentive; remain quiet and well behaved; comprehend written, visual and/or oral instruction; organize thoughts and materials; exhibit good time management; execute fine and gross motor skills; retain and recall information; decode symbols; process information quickly and correctly; maintain healthy, interpersonal relationships; and overcome anxiety. In order to provide inclusive instruction, music educators should understand how to identify these (often comorbid) conditions and the musical challenges these students might encounter, including time/pulse, notation, rhythm, posture, fingerings, and sight-reading. A guide for instrumental directors and private instrumental teachers, "How to Accommodate or Modify Musical Instruction for a Student with ADHD and/or Dyslexia" is included in this dissertation to provide useful information, multisensory techniques, and suggestions to help students with these learning disabilities achieve better success in the music classroom.

PECHAROVÁ, Klára. Alternative Form of Home schooling Prague, 2020. Diploma thesis. Charles University Prague The diploma thesis deals with the issue of individual (home) education in the Czech Republic. It aims to introduce an alternative form of the approach to home education, where the implementation is transferred to an educational association. In the theoretical part, the work specifies the basic concepts and describes the mentioned issues. It also clarifies the legislative approach and compares it with other approaches to individual (home) education both in the Czech Republic and abroad. The main part of the work is focused on the presentation of the possibility of home education through an educational association. The research part of the thesis covers the processing of this issue from the perspective of legal representatives. As a research method, the work uses quantitative analysis of data obtained in the form of questionnaires filled out by parents of pupils in individual (home) education who attend the educational association KT 19 registered association. This research is supplemented by interviews with pedagogical staff working in the educational association. The main benefit for special pedagogical theory and praxis is the insight into the contribution of community education as an...