In recent years research on the role of educators in different environments from conventional schools have been contributory to Education. It discusses the role of teacher training in the different sectors of society. However, the role of the educator in military educational environments is barely evident. There is a possible distinction between the proposed university training for teachers and professional performance in a harsh environment, with standards listed in regulations that characterizes it as a military. This work aims to analyze the performance of police pedagogues at the Centre for Training and Police Military Squares Improvement of the State of Sergipe (CFAP / PMSE). Describe routine activities in this training unit of the military police and elements involved in this educational environment. The perception that the core subjects have about their role in this institution is taken as reference for this research in order to understand the peculiarities of the presence of pedagogues in militarized environments. Research It is anchored on the assumptions of qualitative approach in education and used as the main instrument to semi-structured interviews, questionnaires were applied to the design of the professional profile and daily observations were also taken into account. Three police officers were heard: two police pedagogues and the police that the coordinates. With this research we can state that police pedagogues are partakers elements of a moment of transformation of military police training. They guide the educational practices in police training and add a critical bias, reflective and humanist military police teaching unit searched. / Nos últimos anos as pesquisas sobre a atuação de pedagogos em ambientes distintos das escolas convencionais têm sido contributivas para a área da Educação. É discutido o papel do pedagogo nas diferentes instâncias formativas da sociedade. Contudo, a atuação do Pedagogo em ambientes educacionais militares é pouco evidenciada. Há uma possível distinção entre a proposta de formação universitária para os pedagogos e a atuação profissional em um ambiente rígido, com normas inscritas em regulamentos que o caracteriza como militar. Esse trabalho objetiva analisar a atuação de pedagogas policiais no Centro de Formação e Aperfeiçoamento de Praças da Polícia Militar do Estado de Sergipe (CFAP/PMSE). Para tanto, descreve o cotidiano das atividades nessa unidade de formação da Polícia Militar bem como elementos que envolvem esse ambiente educativo. A percepção que os sujeitos centrais têm sobre seu papel nessa instituição é tomada como referência para essa pesquisa a fim de compreender as peculiaridades da presença de pedagogas em ambientes militarizados. A investigação ancorou-se nos pressupostos da abordagem qualitativa em educação e utilizou como principal instrumento a entrevista semiestruturada, foram aplicados questionários para o delineamento do perfil profissional e as observações cotidianas também foram levadas em consideração. Foram ouvidos três policiais: duas pedagogas policiais e o policial que as coordena. Com essa pesquisa podemos afirmar que as pedagogas policiais são elementos participes de um momento de transformação da formação policial militar. Elas orientam as práticas educativas na formação policial e acrescentam um viés crítico, reflexivo e humanista a unidade de ensino policial militar pesquisada.

The diploma thesis deals with affirmative approaches in the primary school system, with a focus being placed on educating Roma pupils. It includes the historical context that is important to gain an understanding of the issues in this area, and concentrates on the concept of the Roma Integration Strategy for 2015-2020, presenting the objectives of the Strategy aimed at supporting the education of the Roma. The determinants that have an impact on the process of educating Roma pupils - the family and school in particular - are characterised. Furthermore, the significance of the affirmative approaches playing a major role in achieving social integration and facilitating the creation of equal opportunities for the Roma in education, including employment and social involvement, is illustrated. The last chapter of the thesis aims to evaluate the preparatory class, which is among compensatory approaches to Roma pupils in danger of social exclusion, and verifies whether a two-year education in the preparatory class can compensate for Roma children's delayed psychomotor development before they enter the first grade. A questionnaire for teachers who work with these pupils on a long-term basis was used as the research tool. A comparison of the children's results before entering and after finishing the...

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 purpose of this diploma work is to evaluate the work of teaching assistants in supporting the study of convicts with disabilities in the Vocational School in Vinařice Prison. The partial aim of this diploma work is to determine whether the teaching assistants are providing enough support to pupils with disabilities in the level of support that will lead to better learning results and also would enable students to succeed at the open labor market. Diploma work will be divided into the theoretical part and the practical part. The practical part will be elaborated by quantitative and qualitative research methods. Quantitative research will be conducted through a questionnaire, which will be focused on support which is provided by teaching assistants while working with students with disabilities and then on the perception on teaching assistants support that is provided to students with disabilities. Qualitative research will include case studies of pupils - convicts with disabilities in the Vocational School Vinařice. KEYWORDS Convicted, treatment programs, specialized department, secondary vocational school, special education center, teaching assistant, disability, mental disability, education

The diploma thesis is focused on providing support to pupils with specific behavioral disorders at ordinary primary schools. Its aim is to find out how support is provided to pupils with specific behavioral disorders at ordinary elementary schools, what are the potentialities for providing optimal support to these pupils and suggest possible measures and procedures to improve them. The thesis consists of theoretical and research part. The theoretical part characterizes specific behavioral disorders, education and support for pupils with these disorders. The research part of the thesis focuses on the implementation of support measures for pupils with specific behavioral disorders at selected elementary schools. This problem is solved in two levels. The first plane is qualitative, it is a case study of the school (author's workplace). The basis for the preparation of case report are interviews with school special pedagogues and unstructured observations. The second part is aimed at supporting pupils with specific behavioral disorders on a wider scale. The basis for the data is the questionnaire survey, which was attended by teachers and teacher assistants from other schools. According to the results of the research, the pedagogical staff focuses mainly on the attentiveness and behavior of pupils with...

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.

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 The profession of assistant teacher at the first level of elementary school with his own perspective, deals with the teacher's assistants in terms of motivation, which the actors led to the profession, in terms of demands for this profession, cooperation with teachers, pupils and their parents. The thesis also examines the position / role of teacher assistant at school and looks at the self-perceptions of the actors themselves. The thesis is divided into two parts, ie the theoretical part and the practical part. In the practical part are presented the results of analysis of interviews with teachers' assistants. In the theoretical part, the reader is first acquainted with the trend of inclusive education, the division of pupils with special educational needs and the provision of support measures, including the profession of teacher assistant. Furthermore, the reader is acquainted with the theoretical anchoring of the profession of teacher assistant, the creation and development of this profession. Furthermore, the text discusses the identity and professional identity of the actors and about the professional qualifications and personal prerequisites necessary for the profession. In the text, for a better theoretical grasp of the profession, it is necessary to summarize several Czech...

Tato práce se zabývá tématem společného vzdělávání v předškolním vzdělávání. Hlavním cílem práce je odhalit možné bariéry společného vzdělávání a posoudit, zda jsou mateřské školy schopny přijímat žáky se speciálními potřebami a splnit tak zásady společného vzdělávání. Práce je rozdělena do teoretické a praktické časti. Teoretická část zahrnuje vývoj terminologie společného vzdělávání, ukázku vzdělávacích programů a podpůrných opatření, popisuje dítě se speciálními vzdělávacími potřebami a dítě mimořádně nadané, význam předškolního vzdělávání, školní prostředí a profesi pedagoga, dále bariéry společného vzdělávání v mateřských školách a pojem šikany. Praktická část obsahuje dotazníkové šetření mezi řediteli a pedagogy mateřských škol, výsledky dotazníkového šetření, dva příběhy dětí se speciálními vzdělávacími potřebami ve třídě z praxe a na závěr návrh na řešení bariér společného vzdělávání v mateřské škole. Klíčová slova Společné vzdělávání, bariéry společného vzdělávání, předškolní vzdělávání, speciální vzdělávací potřeby, legislativa, šikana, pedagog, asistent pedagoga, podpůrná opatření, mateřská škola Abstract This thesis deals with the topic of joint education in early childhood education. The main objective of the work is to identify possible barriers to joint education and to assess...

The topic of the thesis is a look at special and pre-school education in the Czech Republic in the past 30 years. To better understand the interdependence of the development of special education, however, some chapters are devoted to the period before 1989. The theoretical part of the diploma thesis is focused on legislation and documents that significantly influenced special and pre-school education, on the topic of integration / inclusion in education and also on the system of teacher education after 1989 to the present and the position of teaching assistant. The practical part analyzes information obtained in the form of an interview with the kindergarten teachers addressed. The aim of this work was to find out how kindergarten teachers perceive the changes that preschool and special education have undergone during the past 30 years.