Aim of the theoretical part is to describe a relationship teacher-pedagogical assistant - immigrant child in primary school. I describe the definition of their competences, possible difficulties of their cooperation but also ideal humanities of the assistant and identify the relationship between him and the immigrant student. Continuing with describing special needs of this student, his position in a class and appropriate forms and methods of working with him/her. I slightly touch even the base of culture-free methods. In the practical part, the reader will follow my experiment with three immigrant students using method of conceptual learning and how this culture-free method influences students school achievements. The results of this study are positive not only in a way that the students become more proficient in the troubled school subject but they also gained a lot of self-confidence and autonomy. KEYWORDS Culture-free methods, conceptual learning, pedagogical assistant, prejudice, competences, personality, immigrant student, inclusive environment, autonomy, cooperation, special needs.

The presented study is designed as a comparative theoretical work, comparing two concepts of the approach to the education of children from socio-culturally deprivational background, with a focus on pupils with different mother tongues. The countries, whose educational systems are compared, are selected on the basis of my longterm pedagogical experience - France and the Czech Republic. The work detects the development of pro-inclusive measures in the school systems of both countries, the development and comparison of existing legislative measures, and together with a research probe within this education and examples of practice from the French allophone education has the potential to give a comprehensive picture of this educational domain. The presented material aims to support the discussion in the field of education of children - pupils and students with different mother tongues - in the Czech Republic.

and keywords This work is focused on the integration of high school students with special educational needs. The first part of the work deals with legislation, school counseling facilities, the integration process viewed by schools, attitudes toward handicapped people in our society and other conditions that determine the recent way of integration. The second part of the work is aimed at the integration of high school students who are physically and perceptually handicapped. These students form the most numerous group of individually integrated students at high schools with school leaving exam. The work is also aimed at the individual integration of students with autism spectrum disorders. The reason why this part of the work deals with these two types of integration is that the high school education methodology have been made only for them. The third part contains research that observes experience of teachers teaching integrated students, their professional awareness, the learning process and assessment of individual integration. Keywords: high school, inclusive education, integration of students with special educational needs, teaching assistant, a personal assistant, intact student.

This dissertation thesis is focused on the theme of the integration of foreign pupils into Czech primary schools. The aim of this thesis is to map and describe in detail the process of integrating and educating foreign pupils in a Czech primary school, and what procedures and strategies the school uses in integrating and educating foreign pupils. The theoretical part of the work provides a basic theoretical and empirical basis, which is based on Czech and foreign literature. Furthermore, the concept of a foreign pupil, including their characteristics and needs in the educational process, is defined. The legislative context of the issue is outlined. An important concept is the emphasis on removing obstacles and barriers in the education of foreign pupils. The thesis deals with the concepts of integration, inclusion, thought of ideas of equality of educational opportunity, multiculturalism, and pedagogical constructivism as ideas to which the Czech school should aim. The theoretical background is then applied in the empirical part, which aimed to achieve an answer to the basic research question: How does the Czech school integrate foreign pupils into the educational process at the primary level? Other specific research questions were formulated. The design of qualitative research was chosen for the...

Title: Subjective evaluation of training courses in the field of inclusive physical education by Primary school educators Objectives: The main objective of the diploma thesis is to examine the subjective evaluation of inclusive PE training courses by the Primary school educators. Methods: The subjective evaluation of postgraduate education in the field of inclusive PE by the educators of Prague Primary schools was surveyed through empirical research, which was carried out within the Movement for Inclusion Project. An anonymous survey of our own design containing 22 survey questions was used to monitor the opinions and attitudes of Primary school educators. A total of 19 respondents (18 women and 1 man), who met the requirements for inclusion in the target research group, completed the survey via Google Forms. Results: According to the thesis, all participants in the research have perceived an increase in competencies for working with SEN (specific educational needs) pupils. Furthermore, the advantages and disadvantages of full-time and distance forms of additional training were mapped. The participants (except three) agreed that they had studied the course books sent as part of distance training courses. Respondents consider the desire to enrich their existing knowledge to be the greatest...

V této práci jsem se zaměřila na ženy, které se rozhodly pečovat o své dítě či děti samy, označuji je jako single matky. Jedná o skupinu, která dle výzkumů čelí nepříznivé finanční situaci a vysoké míře ohrožení chudobou a sociálního vyloučení. Stejně tak jako jejich děti. Vzhledem k nemožnosti uspokojovat všechny své potřeby trpí deprivací, jejíž následky si nesou do budoucna. Jednou z oblastí, na kterou má vliv jejich obtížná finanční situace jsou volnočasové aktivity. Míra omezení single matek a jejich dětí ve způsobu trávení volného času závisí především na zájmu či nezájmu otců o své děti. Ke kvalitnímu využití volného času single matek a jejich dětí mohou též přispívat neziskové organizace občanské společnosti primárně zaměřené na single matky a jejich děti, kterých je v České republice bohužel nedostatek. Jedním z možných důvodů může být ten, že tyto ženy, přestože jejich přítomnost vnímají pozitivně, netouží být, ať již z jakéhokoliv důvodu, společností označovány a vnímány jako single matky, natož na sebe z tohoto úhlu pohledu nechat nést pozornost. Annotation The aim of this study is to address single mothers. Single mothers and their children are usually in poor financial condition and threatened with poverty and social exclusion. They are unable to meet their basic needs which effect...

The diploma thesis is devoted to the inclusive education of pupils in the conditions of the Czech Republic and a comparison of approach to inclusive education with neighboring countries at primary and secondary education. The theoretical part defines the concepts and describes the system of inclusive education, including the diagnosis of pupils with special educational needs in our country and also in selected Western countries. The empirical part is based on a questionnaire survey. The respondents are teachers and assistants of special schools, teachers and assistants of mainstream schools and parents of pupils. The aim of the research presented in the empirical part is to find out what expectations from inclusion have its individual actors, for which pupils with special educational needs is the inclusion suitable, and what are the crucial criteria of success in inclusion according to selected groups of respondents.

Diploma thesis - Cyril Štěpán Abstract In the theoretical part of my thesis, I first aim to outline the particular language problems of children brought up in a socially disadvantaged background. I attempt to describe what actually is "social disadvantage" and what are its specifics. Moreover, I deal with the particularity of development of children in such background and with the imapact on communication skills of these children when they enter nursery or elementary school. In the second chapter of my thesis, I write about langugage and communication barriers of children with different mother tongue. I describe and explain the term "different mother tongue". Then I pursue the statistics on pupils foreigners in czech schools and their categorisation to discover the most represented foreign languages in czech schools. I furthermore describe these languages (Slavic language group and Vietnamese) and I point out those linguistic differences of these languages when compared to the czech language that are the most crucial ones in the process of learning czech. In the last chapter of the theoretical part of my thesis, I write about school inclusion of these pupils. I first try to define the term inclusion only to later come up with concrete strategies and possibilities of inclusion of these pupils in czech...

The topic of this graduate thesis is the inclusive education programme Step by Step. More specifically, the work focuses on the attitude of the involved teachers and parents to this phenomenon. The theoretical bases are focused on the definition of the terminologically unclear terms of inclusion and integration, they outline their historical and legislative development as well as the overall intention and summarize the main components which influence its high-quality course. One part of the thesis also focuses on the characteristics of the participants and the base of this education, and also on the psychological aspects influencing the attitude of an individual. Last but not least, the work also deals with the programme Step by Step, with the summary of its inclusive principals and comparison of the publication: Kompetentní učitel 21. století: Mezinárodní profesní rámec kvality ISSA (2011) s dokumentem Profil inkluzivního učitele (Evropská agentura, 2012). The aim of the work was to map attitudes of several teachers of this programme to the joint education and to find out by using one example of a suitable inclusive practice whether the valuable work of a teacher positively projects into the minds of the parents and pupils of this class. To determine the results, observation method and...

The thesis is devoted to inclusion in preschool education with a focus on the child's family. The theoretical part deals with inclusive education, defines the basic concepts, related legislation, describes the benefits and risks of inclusion in the light of current knowledge. Attention is paid not only to the characteristics of pre-school education, but also to the inclusion of children with special educational needs in kindergarten. A separate chapter deals with the issue of the family of a disabled child and also describes some aspects of the cooperation of the family with the nursery school. The family plays a vital role in the development of the child, so the family context in which the child grows up is also essential for understanding the child's individuality and developmental needs. The theoretical knowledge is followed by a research investigation. The practical part introduces qualitative research, which aims to bring experience with inclusive education in kindergarten from the perspective of parents. The research focuses on families of children with disabilities and disadvantages, which are currently included in the category of persons with special educational needs under the legislation. The aim of the qualitative research is a detailed examination of the issue of inclusion in...