TITLE: Perception and coping with the specific learning disabilities impacts on everyday life of children with this diagnosis. ABSTRACT This text is focused on recognition of impacts of the specific learning disabilities on everyday life as the children with this diagnosis themselves see it and the strategies used by these children in order to cope with these disabilities. The theoretical part summarizes the necessary knowledge of the early school age developmental stage, the interaction of a child with the family, and briefly the stress and the coping. The results of last year's mothers of specific learning disabilities diagnosed children research are also presented. The empirical part is based on semi-structured interviews with six children diagnosed with the specific learning disabilities attending fourth or fifth grade of primary school. Based on it's qualitative analysis, the thesis attempts to clarify how the specific learning disabilities diagnosed children perceive and experience the impacts of this disabilities on them and how do they cope with it. KEYWORDS specific learning disabilities (SLD), child, family, school, failures, coping strategy

How to choose a secondary school for a child with specific learning disabilities The aim of the diploma thesis was to outline the current situation in the secondary school choice for pupils with specific learning disabilities and to arouse discussion about the topic. The thesis has the form of an overview study followed by a research probe. On the basis of the research probe, stages of secondary school choice are specified and recommendations regarding the choice are presented for the pupils with specific learning disabilities. The theoretical part of the diploma thesis deals with the definition of the following main terms based on the literature studied: specific learning disabilities, self-concept and career counseling. Further, the thesis includes a description of symptoms of the specific learning disabilities that are connected with the preferred strategy for secondary school choice. In the practical part of the thesis, the research probe is provided. The research sample is represented by pupils with specific learning disabilities attending the 9th grade of school in four regions (Prague, Pilsen, Ústí nad Labem and Moravian-Silesian region). The research probe has the form of a non-standard survey study, the results of which have both quantitative and qualitative value. In conclusion, the...

This thesis is focused on issues of inclusive education and diversity of pupils at common basic schools, specifically on the pupils with specific learning disabilities integrated in mainstream schools and using cooperative learning in these classes. The thesis is devided into theoretical part and research part, in the first part there are written up necessary theoretical basis for reasearch part and there are also outlined controversial questions of current school system. Research part is focused on using cooperative learning in classes where children with specific learning disabilities are integrated. Results of research executed at basic schools of Prague and central bohemian region are included.

Specific Learning Disabilities (SLD) have historically been difficult to define and measure which has led to uncertainty and controversy. The current study explored the practices of identifying specific learning disabilities in Kentucky by surveying school psychologist practitioners in the state. Information was obtained about current practices with regard to RTI implementation and methods and data used for SLD identification as well as the roles that school psychologists take in the response to intervention (RTI) process. The sample consisted of 97 current or recently (within the past year) practicing school psychologists from 45 districts across the state. It was predicted that the use of RTI data for SLD identification would be associated with the length of time a district had been implementing RTI. The data did not support such a relationship. The majority of the districts represented by respondents were noted to be beyond an initial implementation of RTI practices. Responses to questions regarding the implementation of core features of RTI were grouped into High Implementation (HI; n = 45) and Low Implementation (LI; n = 41) groups. An independent samples t-test found a significant difference between the HI and LI groups for the quality of implementation. The HI group evidenced higher quality ratings than the LI. The use of RTI data as the most frequent method for SLD determination was noted for 30.9% of respondents as opposed to 0% prior to 2007. However, severe discrepancy was the most preferred method (59.3%) used for determining placement followed by RTI (28.4%) and a pattern of strengths and weaknesses (4.9%). Districts were also not likely to utilize non-preferred types of data if a student transferred into their district with that non-preferred data. Finally, the roles of school psychologists in the RTI process were explored. Great variability was found across practitioners with regard to the roles they actively have in the RTI process; however, practitioners in the HI group generally were more involved in the RTI process than those in the LI group. The findings are discussed with regard to the current national SLD identification practices and the limitations of the current findings.

This diploma thesis deals with the possibilities of prediction of specific learning disabilities among children of preschool age. The thesis is divided into two consequent parts a theoretical part and a practical part. In the theoretical part I focus mainly on the etiology and the diagnosis of specific learning disabilities. The thesis focuses mainly on given examples of a few predictive batteries from Czech and even foreign authors. The practical part contains results of a research survey where are the data I collected through predictive battery of British authors: Nicolson and Fawcett: The Dyslexia Early Screening Test. The main objective of the diploma thesis was to find out the possibility of using this test by pedagogical workers at pre-schools in order to avoid specific learning disabilities. For the research, the quantitative research method was used.

The aim of the thesis is to highlight the link between learning disabilities and school success. The theoretical part describes the specifics of the development of a child under school age, the learning process and its laws, specific learning disabilities, their various types and describes the conditions for success in education. The practical part is focused on research, processing, analysis and interpretation of results and subsequent recommendations for the general public and teaching, where there is contact with a child with dysorthography.

The aim of this thesis is to describe the cognitive profile, including the developed and deficient cognitive functions, in a group of children and adolescents with specific learning disabilities. The theoretical part of the thesis introduces Reuven Feuerstein's work, especially his concepts of structural cognitive modifiability and mediated learning experience, the theory of cognitive deficits, cognitive map and Feuerstein's instrumental enrichment programme. The characteristics of traditional and dynamic assessment, basic differences between these diagnostic approaches and cognitive symptoms of specific learning disabilities are also described in the thesis. The results of the examination of twenty-eight DYS-centrum's clients with specific learning disabilities are qualitatively analyzed in the empirical part. We focus on their developed and deficient cognitive functions, their fulfilment of complex tasks, a preferred modality in which the tasks are presented, and differences between the results obtained through static and dynamic testing. The results collected from individual subjects are finally compared and visualized using figures and graphs which gives an overview of the studied phenomena throughout the whole research sample. We found all the clients of the research sample having following...

The aim of the thesis "Role of preparatory classes in prevention of specific learning disabilities" is to compare intervention of kindergarten and elementary school preparratory classes during suspension of school attendance. It describes all the kinds of specific learning disabilities. It works out in detail diagnostics of specific learning disabilities risk factors from the special education perspective. It offers integral methodology for time undemanding orientational testing of specific learning disabilities risk factors for preschool children. This methodology was used for testing children with suspended school attendance at the start of a school year and in A March of the same school year. Evaluation of test results for each participant is presented in graphs, case study and documentation of the drawing and graphomotoric creations are also incuded. Powered by TCPDF (www.tcpdf.org)

The aim of the diploma thesis is to highlight the importance of a teaching assistant in terms of contribution to the educational process for pupils with SVP at primary level. The theoretical part of the thesis is based on the issue of pupils with special educational needs. It reflects the current trend of education, which is based on the uniform rights of all to education, especially in the case of differences, whether health or social, and describes inclusive approaches to education. The inclusion is based on the cooperation of selected actors - the pupil, school management, teachers, their assistants, legal representatives and representatives of counseling facilities, so the theoretical part also touches on this issue. It also contains the characteristics of pupils with SVP and summarizes the disabilities, social and health disadvantages that entitle the pupil to the assignment of a teaching assistant. From the professional point of view, the teaching assistant approaches the profession, the necessary education to perform the profession, the historical development in terms of the occurrence of this profession in teaching and at the same time capture the development of the importance of this role. In the practical part, a quantitative research was conducted in the form of online questionnaires....

The diploma thesis deals with the readiness of teachers for inclusive education at primary schools and mainly focuses on the issues of approaching pupils with dysortography. The theoretical part summarizes the results of research focused on teachers' attitudes to inclusion, their needs in this area and perception of readiness to work in a heterogeneous class. Furthermore, the thesis contains the importance of inclusion and its definition, various types of views on inclusion, levels of inclusive education and legislative measures. In the next part the thesis concentrates on the difference between social exclusion and inclusion, deals with the issues of the support of pupils with special educational needs and defines approaches of individual groups towards the educational process. It also focuses on inclusion in primary school and competences of the inclusive teacher and last but not least on different specifics of pupils with specific learning disabilities, namely pupils with dysortography. The empirical part is focused on the approaches of teachers to pupils with dysortography. The main research method is a quantitative questionnaire for teachers teaching pupils with dysortography and as a complementary research method there is a qualitative semi- structured interviews with teachers to analyze the...