Options of development of partial functions of pre-school children Abstract This thesis is focused on issue of the development of partial functions in preschool age and mapping of the course of development of partial functions in kindergartens in Karlovy Vary Region and Prague. The task of the theoretical part is to define the notions of partial functions and partial functions deficits and to explain their relationship to specific learning disabilities. It describes the characteristics of preschool age and options of development of partial functions in its course. It includes basic information about school maturity, pedagogical- psychological diagnostics of children in kindergartens. It mentions also the child's enrollment in the first grade of primary school and school attendance delay. The aim of practical part is to map the access of kindergarten teachers to options of development of partial functions in Karlovy Vary Region and Prague, comparing the survey results obtained in these two regions and supplement obtained data with the information gathered from the interview. Key words: Partial functions, deficits of partial functions, specific learning disabilities, preschool age, options of development of partial functions, school maturity, pedagogical- psychological diagnostics, compulsory education,...

The theoretical part of the dissertation describes some specific learning disabilities (next SLD) - especially dyslexia, pays attention to causes of the defects, diagnosis and reeducation. Its aim is to describe the personality of these children or their perception of colours. Further, some possibilities how to work with a child with a learning disability in foreign language lessons at basic schools are discussed. The practical part is aimed at teaching aids production. It means a textbook, a CD, sheets with appendices, etc. Each aid is described and its benefit for both, the pupil and the teacher, are mentioned and also teaching methods are explained.

Students with specific learning disabilities (SLD) are educated in general education classrooms. As a result, these students are faced with more challenging instructional curricula. Although some students with SLD perform as well in mathematics as students without disabilities, most perform below state standards despite being provided instructional and testing accommodations. Policy makers have envisioned the implementation of instructional accommodations as a primary means of ensuring an appropriate education (Mcleskey, Hoppey, Williamson & Rentz, 2004; Scalon & Baker, 2012) for students with disabilities in general education classrooms (Mc Guire, Scott, & Shaw, 2006). The researcher implemented a non-experimental ex post facto research design to investigate the research hypothesis to determine the relationship between the five most frequently used accommodations by general education teachers who teach students with SLD and student achievement in Algebra 1. At the beginning of the 2016 – 2017 school year, the collection of data began by emailing the Qualtrics Survey Software (V.23) to 185 general education mathematics teachers in Miami-Dade County Public Schools. Four main instructional accommodation constructs were assessed using a 15-item questionnaire. From the responses to the survey, the five of the most frequently used accommodations were determined. Nine general education Algebra 1 teachers from six high schools across the county who reported using similar accommodations and taught three or more students with SLD in mathematics participated in the study. The researcher and two peer researchers conducted in-class observations on the participants’ fidelity of implementation of accommodations (FOI) using a checklist during the period in which they taught students with SLD. An Algebra I test was used for pre- and post-testing to determine student mathematics achievement. The results of the survey indicated that teachers most frequently provided: (a) sample problems of varying levels, (b) guides or prompts or personal (teacher/peer) assistance, (c) extended access to instructional resources and equipment, (d) provided preferential seating and (e) additional time to complete assignment or class projects. Linear regression analysis revealed a significant positive relationship between teacher FOI of accommodations and student achievement (p < .05).

The aim of this work is describe common methods of biological feedback therapy that is used to treat some psychosomatic diseases. Subsequently, the description is focused on minimal brain dysfunction treatment by the help of EEG biofeedback. Properties and technical requirements for this therapy are concretized. The last part of this thesis is dedicated to the design and realization of practical software tool for EEG biofeedback therapy which is made in LabView 7.1. The M535 acquisition unit and NI USB-6221 measuring device are used for hardware solution.