The aim of this Master thesis is to discover how well pupils and teachers are prepared in the field of safety topics and to evaluate the participation of chosen subjects in the safety education in the South Bohemian Region. The theoretical part is concerned with the education and integration of safety topics in framework education programmes with an emphasis on an elaborated framework education programme establishing the obligatory content, terms of education and other obligatory standards. Furthermore, an analysis of legal rules and the technical literature is conducted and technical terms concerning the matter are defined. The empirical part of the thesis focuses primarily on an individual research and is aimed at fulfilling the goals of the thesis. The first aim of the empirical part is to assess the participation of chosen subjects in the safety topics education in the South Bohemian Region and to answer the research question "How do chosen subjects participate in the safety topics education in the South Bohemian Region?" For the research, the method of a qualitative research is employed, namely in the form of structured interviews with the representatives of the organizations participating in safety topics education in the South Bohemian Region. The second aim of this thesis is to discover how well the teachers are currently prepared in the field of safety topics and to answer the research question "How well are the teachers currently prepared in the field of safety topics?" The method of structured interviews with elementary school teachers in the South Bohemian Region is employed. The results of the research show that the current state of participation of chosen organizations in the safety topics education is in the process of preventive educational activity and publication of educational materials on a very good level. The organizations proceed in the process of safety topics education on an individual basis and it is therefore problematic for the schools to keep a good track of all offered programmes and materials and to use them. The teachers educate themselves in the field of safety topics and pass the knowledge further on the pupils, however without any coordination and systematic character. The answers to the research questions showed quite decidedly that all organizations promote the integration of a new school subject concerned with the safety topics in the educational system. On the other hand, the teachers hold the view that it is not necessary to introduce a separate subject on this topic.

The thesis deals with education of pupils with hearing impairment in elementary schools, specifically in the South Bohemian region. It focuses in particular on their inclusive education. In its chapters, the thesis describes individual structures of the hearing analyzer, characterizes the degrees of hearing impairment and classifies persons with hearing impairment into specific categories. The main part of the thesis is a chapter focusing on education of hearing impaired pupils. It deals not only with education in the system of special schools, but concentrates primarily on their study within mainstream education. For this system of education, it is important to identify correctly a support measure, the levels of which are key to ensuring appropriate support for individual pupils. The aim of the work was to map the course of inclusive education of pupils with hearing impairment at elementary schools in the South Bohemian region. The objective was to assess the negatives and positives of inclusion and the impact of hearing impairment on the communication and social abilities of these pupils. During data collection, the methods of interview, observation and questionnaire survey were used, and participants of the research included parents and teaching staff educating pupils with hearing impairment....

The purpose of this study is to contribute to knowledge about the influence of pupils in compulsory school for pupils with learning disability in parent-teacher conferences and in the work on individual developing plans (IUP) by examining teachers´ descriptions about this topic. The study has been done through a qualitative research approach, and five teachers who teach in compulsory school for pupils with learning disability has been interviewed. Theoretically, the study is based on Pathways to participation by Shier. Five concepts have been used for analyzing the results of the interviews: openings, possibilities, limitations, obligations and scaffoldings. Through these concepts it has become clear how the teachers experience the pupils´ possibilities for influence, but also what can be understood as limitations for it. By analyzing openings for influence it has become clear that the teachers do want to develop the influence of the pupils, but it requires different forms of scaffoldings. Three different aspects of the participation for pupils were discerned from the teacher interviews; Pupils´ motivation for practicing participation, Pupils´ possibilities for making choices and Teachers´ sensitivity to make pupils participation possible. These three aspects of pupils´ participation has also been analyzed from the theoretical concepts. The results indicate that the possibility for pupils to have influence in parent-teacher conferences and in the work on IUP requires them having access to a functional communication and an understanding for what influence is and how it can be used by practicing in everyday school-life. Pupils´ communication difficulties and lack of understanding constitute the large challenges in enabling participation for pupils in parent-teacher conferences and in the work on IUP. The results also show that the teachers´ attitude towards pupils´ possibility to participate is crucial. The teacher to be responsive is also crucial for these pupils´ motivation to practice their influence in parent-teacher conferences. The concept of pupils´ possibility to participate is close to the concept of participation (influence), due to some of the teachers in this study. For other teachers, pupils´ possibility to participate is more similar to pupils´ ability to influence. / Syftet med studien är att bidra med kunskap om grundsärskoleelevers inflytande vid utvecklingssamtal och i arbetet med individuella utvecklingsplaner, IUP, genom att undersöka lärares beskrivningar av ämnet. Studien har genomförts utifrån en kvalitativ forskningsansats där fem intervjuer av lärare i grundsärskolan genomförts. Med utgångspunkt i Shiers delaktighetsmodell har fem begrepp använts som analysverktyg då empirin analyserats utifrån forskningsfrågorna: öppningar, möjligheter, begränsningar, skyldigheter samt stödstrukturer. Detta har tydliggjort hur lärarna upplever att grundsärskoleelevers möjligheter till inflytande ser ut idag, men också vad som kan förstås som begränsningar för detsamma. Genom att analysera öppningar har det blivit tydligt att det finns en genuin vilja hos lärarna att utveckla elevernas inflytande, men att det kräver olika former av stöttning, det som tolkas som stödstrukturer. Tre olika aspekter av grundsärskoleelevers inflytande i utvecklingssamtal och IUP framträdde i empirin; Elevers motivation till att utöva inflytande, Elevers valmöjligheter samt Lärares lyhördhet för att möjliggöra elevers inflytande. Även dessa tre aspekter av elevers inflytande har analyserats utifrån de teoretiska begreppen. Resultatet visar att grundsärskoleelevers möjlighet till inflytande vid utvecklingssamtal och i arbetet med IUP förutsätter att de har möjlighet till fungerande kommunikation och att de utvecklar en förståelse för vad inflytande är och hur det kan utövas genom att få öva på det i skolvardagen. Elevers kommunikationssvårigheter och bristande förståelse utgör de stora utmaningarna i arbetet med elevers inflytande vid utvecklingssamtal och i arbetet med IUP i grundsärskolan. I resultatet framgår också att lärarens inställning till elevers inflytande är avgörande för deras möjlighet att utöva inflytande vid utvecklingssamtal och i arbetet med IUP. Att läraren är lyhörd för elevernas intresse lyfts som en förutsättning för att eleverna ska motiveras att utöva inflytande vid utvecklingssamtal. Begreppet elevers inflytande står för flera av lärarna nära begreppet delaktighet, andra lägger en betydelse av att eleverna kan vara med och påverka i begreppet.

Cette thèse, écrite par un praticien qui a l'expérience de l'enseignement avec les élèves autistes, s'inscrit en sciences de l'éducation dans une approche clinique d'orientation psychanalytique. Elle interroge l'expérience des enseignants spécialisés travaillant auprès d'élèves avec des troubles autistiques. L'enjeu pour ces enseignants est de créer un espace psychique et des liens permettant la transmission et l'apprentissage de savoirs. Des transformations accompagnent la posture professionnelle qu'ils ont à construire avec ce public spécifique. En effet, ces élèves, entourés par de nombreux professionnels du soin, de l'éducation et de leurs familles, déstabilisent l'enseignant et les connaissances acquises pendant sa formation. Après un retour sur le cheminement du parcours de recherche, ces questions sont problématisées. Quatre entretiens cliniques réalisés auprès d'enseignants travaillant avec des élèves autistes sont analysés. Des concepts venus des sciences de l'éducation, comme celui de soi-professionnel, et de la psychanalyse, avec certains apports de Donald Woods Winnicott, Wilfred Ruprecht Bion ou Jacques Lacan, sont mis au travail pour explorer les sens possibles de l'expérience rapportée. Certains résultats se dégagent : les enseignants mobilisent des ressources psychiques variées, présentes et passées, personnelles et professionnelles, pour pouvoir entrer en contact avec ces élèves et soutenir un lien d'enseignement inédit. Il apparaît que cet enseignement s'appuie sur les bases fondatrices d'une relation, constituées par la création d'un « espace transitionnel et potentiel » (Winnicott), pour que des liens et des apprentissages se mettent en place. / The author is both a teacher with a vast experience in teaching autistic pupils, and a student of Paris Descartes University in Science of Education, with on a clinical and psychoanalytical approach. The thesis questions the experience of special educational needs (SEN) teachers, specialised in the teaching of pupils with autism. The challenge is to create a psychologically healthy and supportive place as well as bonds conducive to the transfer and acquisition of knowledge. Changes must be done in the professional attitude teachers must adopt. Indeed, their pupils, cared for by numerous healthcare professionals, teachers, as well as their own families are bound to shake the teachers confidence in themselves and in what they have learnt in their professional training. The research trajectory is first analysed, then the questions raised above are presented as problematics. Four clinical interviews carried out by teachers, all working with autistic pupils are analysed. Science of Education concepts such as the self-professional, and psychoanalysis, as well as the works of Donald Woods Winnicott, Wilfred Ruprecht Bion or Jacques Lacan, are used to explore the possible meanings of the reported experience. Some results emerge: teachers conjure up varied psychological resources, present or past, personal or professional, to make contact with their pupils and maintain this unique teaching bond. Their teaching appears to rely on the bases of a relationship created by a transitional and potential space (Winnicott), so that bonds and learning can be set up.

Dans ce travail, nous avons abordé le problème d’estimation automatique du regard dans des environnements utilisateur sans contraintes. Ce travail s’inscrit dans la vision par ordinateur appliquée à l’analyse automatique du comportement humain. Plusieurs solutions industrielles sont aujourd’hui commercialisées et donnent des estimations précises du regard. Certaines ont des spécifications matérielles très complexes (des caméras embarquées sur un casque ou sur des lunettes qui filment le mouvement des yeux) et présentent un niveau d’intrusivité important, ces solutions sont souvent non accessible au grand public. Cette thèse vise à produire un système d’estimation automatique du regard capable d’augmenter la liberté du mouvement de l’utilisateur par rapport à la caméra (mouvement de la tête, distance utilisateur-capteur), et de réduire la complexité du système en utilisant des capteurs relativement simples et accessibles au grand public. Dans ce travail, nous avons exploré plusieurs paradigmes utilisés par les systèmes d’estimation automatique du regard. Dans un premier temps, Nous avons mis au point deux systèmes basés sur deux approches classiques: le premier basé caractéristiques et le deuxième basé semi apparence. L’inconvénient majeur de ces paradigmes réside dans la conception des systèmes d'estimation du regard qui supposent une indépendance totale entre l'image d'apparence des yeux et la pose de la tête. Pour corriger cette limitation, Nous avons convergé vers un nouveau paradigme qui unifie les deux blocs précédents en construisant un espace regard global, nous avons exploré deux directions en utilisant des données réelles et synthétiques respectivement. / In this thesis, we tackled the automatic gaze estimation problem in unconstrained user environments. This work takes place in the computer vision research field applied to the perception of humans and their behaviors. Many existing industrial solutions are commercialized and provide an acceptable accuracy in gaze estimation. These solutions often use a complex hardware such as range of infrared cameras (embedded on a head mounted or in a remote system) making them intrusive, very constrained by the user's environment and inappropriate for a large scale public use. We focus on estimating gaze using cheap low-resolution and non-intrusive devices like the Kinect sensor. We develop new methods to address some challenging conditions such as head pose changes, illumination conditions and user-sensor large distance. In this work we investigated different gaze estimation paradigms. We first developed two automatic gaze estimation systems following two classical approaches: feature and semi appearance-based approaches. The major limitation of such paradigms lies in their way of designing gaze systems which assume a total independence between eye appearance and head pose blocks. To overcome this limitation, we converged to a novel paradigm which aims at unifying the two previous components and building a global gaze manifold, we explored two global approaches across the experiments by using synthetic and real RGB-D gaze samples.

Nesse trabalho, o tema do fracasso escolar sofre uma abordagem foucaultiana. Ele é analisado a partir dos efeitos de poder que produz. O referencial teórico impõe à pesquisa a busca por enunciados proferidos por personagens sociais capazes de conduzir condutas de outrem. O corpo documental coletado refere-se a laudos de avaliações aplicadas por clínicas de atendimento psicopedagógico de viés notadamente psiquiátrico. Sobre essa base empírica, especula-se que as similitudes entre os diversos relatórios insinuam a instalação de um regime de verdade em torno de um sujeito, qual seja: o aluno transtornado. Destrinchando a lógica discursiva dessas avaliações diagnósticas, a dissertação sugere que o escolar deficitário produzido por essas testagens é uma recorrência do pregresso aluno-problema constituído pelas narrativas de Artur Ramos na década de trinta do século XX. Supõe-se que as aproximações entre o transtornado dos laudos e o problemático de Artur Ramos apontam para técnicas de governo aplicadas com fito a disciplinar educandos. Decorre dessa suposição a análise a respeito do mecanismo pelo qual opera a dita governamentalidade. Nesse percurso, aventa-se que ela instiga a práticas de auto-governo. Tais ações são escavadas em textos historiográficos dedicados a estudar a conexão entre as medidas estatais dirigidas à população e as intervenções públicas voltadas aos corpos dos indivíduos. A hipótese desse trabalho alega que os saberes psi tiveram suma importância para viabilizar a efetiva transferência dos ideais de normalidade chancelados pelo Estado nos comportamentos dos indivíduos. Considera-se, atualmente, que tais saberes tornaram-se fundamentais, pois permitem a sondagem da alma e, por conseguinte, a condução das interioridades com base na norma aferida nos exames aplicados pelos biotécnicos. Nesse grupo social detecta-se, com base nas pesquisas de Lucien Sfez sobre a biotecnologia na contemporaneidade, a imersão de muitos de seus agentes em uma nova utopia definida pelo autor como uma Utopia da Saúde Perfeita. Nela comparecem definições que apontam para a formação de bioidentidades. Estas operariam no sentido de atrelar cada qual a seu corpo. Assim fazendo, tais verdades produzidas no ambiente laboratorial viabilizariam a redução da vida a um fato biológico. A pesquisa que aqui se sintetiza visa, por fim, atrelar os saberes performativos do aluno-problema às estratégias da biopolítica. Assim, imagina-se a escola como espaço privilegiado para a disseminação de agentes biopolíticos, ou seja, atores competentes para aplicar técnicas de governo sobre todo o alunado por meio da promoção da livre busca pelas interioridades auto-governáveis. / In this work, the subject of school failure follows a Foucaultian approach. The school failure is analyzed from the power effects that it produces. The theoretical referential imposes the search for statements pronounced by social personages capable of driving the behavior of others. The documental corpus so gathered refers to the evaluation reports applied by psychopedagogic treatment clinics with a noticeable psychiatric bias. From this empirical basis, it is supposed that the similarities between the various reports suggest the setting of a system of truth around the individual, that is, the upset pupil. By explaining the discursive logic of these diagnostic evaluations, this essay suggests that the deficitary student coming up from these tests is, in fact, the return of the former problem pupil constituted by the narratives of Arthur Ramos in the thirties of the twentieth century. It is assumed that the approaches between the upset individual from the reports and the disturbed one of Arthur Ramos point out to the government techniques that were applied in order to correct pupils. Such a hypothesis leads to the analysis concerning the mechanism by which the so-called governamentability operates. Hence, it is supposed that it brings about auto-government practices. Such actions were investigated from historiographic texts committed to the study on the connection between the state procedures intended for the population and the public interventions intended for the bodies of the individuals. The hypothesis of this work asserts that the \"psy\"\' knowledges have had a great relevance in making possible the effective transference of the ideals of normality for the individuals behaviors, which was approved by the State. Presently, this kind of knowledge is considered essential, because it allows the assessment of the soul, therefore, the control of the interiorities on the basis of the standard estimated in the exams applied by the biotechnicians. In this social group, it was verified, based on the research by Lucien Sfez on biotechnology in the contemporaneity, the immersion of many of its agents in a new utopia, defined by the author as the Utopia of the Perfect Health. It brings definitions that point out to the development of bioidentities. These ones would operate in order to link each one to his/her own body. Thus, such truths, produced in the lab environment, would make possible to reduce life to a biological fact. Finally, the research, here summarize aims at linking performative knowledges of problem pupil to the strategies of the biopolitics. Therefore, school is seen as privileged place to propagate biopolitical agents, that is, competent actors capable of applying government techniques to the whole group of students, by means of promoting the free search for auto-governed interiorities.

The aim of the thesis is to ascertain the level of motor skills of basketball players of younger school age. The thesis is divided into two parts, theoretical and practical. The theoretical part summarises knowledge obtained from scientific literature, defines fundamental terms related to the issue and clarifies the links between them. The theoretical part includes a definition of the UNIFITTEST 6 - 60 testing method, which appears to be the most suitable form of testing pupils aged 8 to 10 on the basis of scientific literature. The practical part focuses on the actual testing of pupils. The aim of the thesis is to compare the results of pupils obtained in the Prague Sokol Organization who do sports actively also outside of school with those of pupils who only do sports as part of their compulsory education and just have the number of PE lessons the law stipulates for primary education. By comparing the obtained results, it will be possible to determine whether pupils who do sports only at school can reach the results of pupils in the Prague Sokol Organization. On the basis of this finding we may assume which pupils are talented and can be worked with further so as to allow their potential talent to develop.

The diploma thesis deals with experiences of the teacher to pupils who were diagnosed with ADHD syndrome (attention deficit hyperactivity disorder). The aim of this thesis was to find out what teachers see as the main issue while they work with children and what factors influence the relationshiop between teacher and pupil. The first part of the thesis describes the behaviour of child with ADHD in the school enviroment, relationships between teacher and pupil, school and family, and emotional experiences of pedagogues. Theoretical part is based on previous researches. The empirical part deals with qualitative research which is trying to find out what perspective educators have on ADHD issue and on problematic behaviour of children. The outcomes show, that teachers are focused on getting information from family enviroment. These information help them to better understand the pupil with ADHD. The most common problem faced by teachers is non- functional communication, parent's lack of cooperation, the predominance of negative emotions experienced by teachers and constant necessity to find new methods which could help the pupil with ADHD in educational proces. Keywords The pupil, problematic behavior, school, education, teacher's perspective, Attention Deficit Hyperactivity Disorder

The diploma thesis deals with possibilities of improving the teaching of pupils with a different mother tongue at primary school level. The theoretical part analyzes the available literature on the subject. The thesis answers questions as: How is it possible to support pupils with a different mother tongue? Which approaches and methods can be used while teaching foreign pupils to improve and facilitate the education of pupils with different mother tongues? How to ensure that all the pupils in the class develop the same skills at the same time? The gained knowledge from the theoretical part of the thesis is used to create interventions and empirical part of the thesis. Empirical part of the thesis is based on a research to test methods and practices to improve and facilitate the teaching of the pupils with a different mother tongue. In the course of several months of intense collaboration with a particular pupil, the ways to improve the quality of teaching have been investigated. It turned out not all of the methods and practices are effective. Furthermore, it has been also confirmed that the achievement of some specific goals for improving and facilitating teaching is a long-term process. The efficiency and success are influenced by a number of internal and external factors, that are also covered...

The theoretical part of the thesis is a description of educating of the gifted child with Asperger's syndrome in the context of psychological and institutional educational support led by experts. The theoretical part is the starting point for the research part of the thesis which aims to find out how to improve the educating of the gifted child with Asperger's syndrome in ordinary primary schools. The selected method of mixed research is Action Teaching Research in other research methods: observation, interviewing, analysis of the final work and analysis of personal documentation. KEYWORDS Talent, gifted pupil identification, Asperger's syndrome, forms and methods of work, a pedagogical support plan, family