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Postoje pedagogů základních škol k inkluzivnímu vzdělávání žáků s problémovým chováním / Attitudes of elementary school teachers towards inclusive education of students with problematic behaviour

This thesis explores the different types of primary school teachers' attitude towards inclusive education of pupils with behavioural problems. Three main goals were attempted through interviews with teachers of different qualification. The first goal was to understand the differences between teachers' attitudes and opinions. The second was to identify the major reasons for said attitudes. The third goal was to review bill no. 27/2016, which deals with the issues of education of pupils with special needs and of exceptionally talented pupils. The respondents, who participated in this research, are currently employed as primary school teachers, as well as the Waldorf elementary schools and practical elementary schools. The research has shown that all respondents viewed the inclusion of pupils with behavioural problems as disadvantageous. This attitude can however be influenced by the type of school, or additional education in this particular field. This research concludes with a comparison to a U.S. research of similar goals. KEYWORDS: Behavioural problems, behavioural disorder, inclusion, teachers' attitude, primary school, Waldorf school, practical elementary school

Identiferoai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:355871
Date January 2017
CreatorsJelínková, Barbora
ContributorsNěmec, Zbyněk, Mlčková, Marie
Source SetsCzech ETDs
LanguageCzech
Detected LanguageEnglish
Typeinfo:eu-repo/semantics/masterThesis
Rightsinfo:eu-repo/semantics/restrictedAccess

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