TITLE: Teaching English to Pupils With Dysorthography AUTHOR: Bc. Monika Reslerová DEPARTMENT: Department of English Language and Literature SUPERVISOR: Mgr. Klára Uličná, Ph.D. ABSTRACT: The thesis relates the issue of dysorthography in connection to EFL instruction with a special attention paid to lower secondary schools. The theoretical part of the text contains basic information on special educational needs, followed by a chapter on Specific Learning Difficulties, their causes and symptoms. The concept of dysorthography is explained and its possible consequences on acquisition of English spelling and grammar described, followed by a list of recommended approaches, methods, techniques and aids which can be useful for teaching English to dysorthographic pupils. The practical part of the text gives an account of a multiple-case study which was carried out among experienced English teachers at schools that pay special attention to children with SEN. The research is focused on the teachers' experience and know-how and compares the obtained data to the recommendations given in the theoretical part. KEYWORDS Specific Learning Difficulties, Dyslexia, Dysorthography, Teaching English as a Foreign Language, grammar, spelling

The specific learning difficulties (LD) are nowadays frequently discussed topic, which is still more current even at high schools. Teachers should help these students because of their learning difficulties. LD students are not stupid, they just need a little bit different approach in the classroom than the others. This thesis mainly shows various teachers' approaches to students with LD in different schools and different countries. Because I study teaching biology and chemistry, the work is focused on science subjects and on teachers of these subjects. The aim of this paper is also to propose the basic procedures of working with the LD students for high school teachers with the real ideas of possible adaptations in the science class. In order to discuss approaches to the work with LD students it was necessary to prepare an LD overview at first. To achieve the aims of the work we used methods such as literary research, questionnaire survey and interviews with teachers and students. The theoretical part summarizes basic information about various learning difficulties, different approach to LD students in science, the teachers' and classmates' attitudes to LD in various countries and different approaches to integration of LD students in various countries. The task of the practical part was to identify...

The diploma thesis deals with the problems of nutrition of pupils of the second grade of primary school and the attitude of teachers who work with these pupils. Specifically, they are the pupils of a primary school focusing on the education of pupils with various special educational needs, in particular, with specific learning disabilities and associated disorders. The aim of this thesis is to explore the situation in the field of nourishment together with pupils' knowledge and attitudes of teachers to nourishment. The knowledge and attitudes to the nutrition are related to pupils of the second level of primary school, composition of diet and use of caffeine, cola and energy drinks. The theoretical part of the thesis is structured into two chapters. The first chapter deals with the problems of specific learning disabilities and behavior disorders in inclusive education, the second chapter deals with the issue of nutrition and health. The practical part of the thesis analyzes and evaluates data obtained through observation of school operation and internal school climate, questionnaires, worksheets and interviews. The practical part also includes the project and implementation of the project, which dealt with the topic of nourishment. The research investigates the knowledge and practical skills of...

This diploma thesis deals with teaching English to children with specific learning disabilities and educational problems. The theoretical part describes the most frequent educational problems of children and adolescents. Further attention is paid to the problems of specific learning difficulties, the causes of their origin and their manifestations in teaching English at middle school. Finally, the thesis deals with the methodological principles for foreign language teaching of children with specific learning disabilities. The research part is based on the case studies of children placed in specialized facilities due to their educational problems. I participated in individual assistance to two concrete children and I worked out case studies based on our cooperation. The aim of the empirical part is to choose a suitable individual approach to two concrete children, realize it, and reflect it in depth.

The topic of this thesis is the academic development of students with specific learning disabilities (SLD) at the University of South Bohemia in České Budějovice, specifically at the Faculty of Health and Social Sciences. The thesis is mainly concerned with the analysis of individual study programmes and fields in the context of the study specification demands, the results of which will be used in the research of the GA JU project implemented by the Department of Pedagogy and Psychology of the Faculty of Education. The introduction of the theoretical part describes the current state of knowledge about the problems of specific learning disorders. First, the basic concepts and the divisions of learning disorders according to the affected area are defined. Then, the etiology of specific learning disabilities is presented, followed by a chapter focused on symptoms of learning disabilities, diagnosis and reeducation. The next chapter is focused on the adult, his / her development in biological and psychological terms. Diagnostics and re-education in adulthood are also presented in this chapter. In the theoretical part, attention is also paid to the education of individuals with specific learning disabilities in secondary school and university. The conclusion of the theoretical part is devoted to universities in general, then to the University of South Bohemia and the Faculty of Health and Social Sciences itself. The aim of the practical part is to analyze all study programmes that can currently be studied at the Faculty of Health and Social Sciences in full-time study. Individual subjects taught in the given study programme will be the core of the analysis. The criteria will be pre-defined in order to determine the level of study demands.

This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching foreign languages to pupils with specific learning disability. The practical part is based on a questionnaire which was filled in by teachers of basic and high schools. The goal is to find out what kind of experience the teachers have with pupils with specific learning disability and what their approach to them is. The questionnaire survey is worked up and analysed in the practical part.

This thesis deals with teacher´s ingress to pupils with dysorthography in the first grade of primary school. In the theoretical part, the key elements are definition of item specific defect of learning and its ground allocations. As the next I´m working with charakteristic and definiton of ground terms, in that case dysorthography, its occasions and allocution, diagnostic and bases of reeducative care. The practical part consists of pupils with dysorthography. Thanks to contemplation I find out the teacher´s attitude to pupils. Some informations about pupils are rectified thanks to teacher´s question blank. At the end, the findings should map the teacher´s attitude and ingress to pupils with dysorthography during education.

This thesis deals with determining the risks regarding specific learning disorders in preschool children. The work is divided into two parts. The first part is theoretical and the second one is practical. The theoretical part focuses on issues connected with specific learning disorders. The issues contain four chapters. The first chapter is divided into definitions, types, causes and manifestations of specific learning disorders. The second chapter deals with general diagnostics, the diagnostic in the first grade and specialist centres. The next chapter describes the child's characteristic. Its physical, emotional and cognitive development. The last chapter deals with prevention, describing various diagnostic tests and methods. The practical part introduces the standardised test used, results of the research survey and the following interpretation of the results. The aim of this work was to find out whether the standardised test could be used in preschool education. The quantitative method was used for fulfilling the goal.

Target od the thesis is to explore the area of social consequences of specific learning disabilities. Specific learning disabilities have undoubtedly impact on academic performance and overall results in the context of school education. Their influence is much wider and we can say that it provides individuals with a specific learning disabilities a negative personal and social consequences. I established the following two hypotheses: I suppose that a group of children with specific learning disabilities will be marked selfconcept lower compared to the control group. I suppose that a group of children with specific learning disabilities will be marked by impaired sociometric position in the classroom compared to the control group. In the theoretical part of the thesis is contained explanations of basic concepts related to learning disabilities. Individual chapters are devoted to specific disorders in general and specifically dyslexia, its causes, incidence, manifestations, and reeducation. The other specific learning disabilities are mentioned in addition to dyslexia. In the second half of the theoretical section, I focus on pupil with dyslexia and his subjective complaints, parents and teachers of pupil with dyslexia, and the consequences of school failure and dyslexia on the individual's life. Practical part of the thesis processes with the research conducted among 24 elementary school students. Research using a variety of test methods for evaluating the impacts and consequences of specific learning disabilities on student self-concept and sociometric position in the classroom. Above 24 pupils were divided into two groups - experimental and control groups, which are compared among themselves.

The issues of specific learning disabilities and their influence on children?s personality and his position in society has not been much explored yet. The aim of this diploma thesis is to identify the influence of learning disabilities on children?s self-concept, find out how the child is influenced by learning disabilities and how he is able to cope with this problem himself. The theoretical part of this work focuses on the issue and the basic concepts. The practical part presents the results of my own research in elementary schools. The results have been obtained by application of different testing methods, like tests and questionnaires. Information from school, family and personal surroundings of the children have also been used. My own experience with teaching children with learning disabilities during my teaching practice is mentioned too.