Native Language Instruction Reflected in Composition Writing by Visually Impaired Students in the Historical Context of Czechoslovakia/ Czech Republic in the Period of 1968–2000

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10498883" target="_blank" >RIV/00216208:11410/25:10498883 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=o5LBJocCQ2" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=o5LBJocCQ2</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.82130/hs2025-01-010" target="_blank" >10.82130/hs2025-01-010</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Native Language Instruction Reflected in Composition Writing by Visually Impaired Students in the Historical Context of Czechoslovakia/ Czech Republic in the Period of 1968–2000

Popis výsledku v původním jazyce

This study presents an overview of the development of composition writing at a specific Czech (Czechoslovak/Czech Republic) grammar school for students with visual impairments (historical term). The study focuses on the period from the reintroduction of grammar schools in 1968, or more precisely in 1972, until 2010, when a major reorganization of the structure of the Czech language and literature graduation exam. Grammar schools for students with visual impairments were selected because, during the studied period, special language instruction for these students took place exclusively within the system of special schools, which were organised outside the mainstream educational system designed for students without such a handicap. A historical analysis of written graduation compositions produced by visually impaired students provides an opportunity to trace the evolution of didactic approaches, the ideological framework of education, and the ways in which writing was used as a tool for assessment, reflection, and social adaptation. The insights gained may enrich our understanding of current inclusive practices and inform the development of suitable didactic strategies for students with special educational needs. Moreover, the topic of the history of written graduation compositions by students with visual impairments has not been examined in academic research yet.

Název v anglickém jazyce

Native Language Instruction Reflected in Composition Writing by Visually Impaired Students in the Historical Context of Czechoslovakia/ Czech Republic in the Period of 1968–2000

Popis výsledku anglicky

This study presents an overview of the development of composition writing at a specific Czech (Czechoslovak/Czech Republic) grammar school for students with visual impairments (historical term). The study focuses on the period from the reintroduction of grammar schools in 1968, or more precisely in 1972, until 2010, when a major reorganization of the structure of the Czech language and literature graduation exam. Grammar schools for students with visual impairments were selected because, during the studied period, special language instruction for these students took place exclusively within the system of special schools, which were organised outside the mainstream educational system designed for students without such a handicap. A historical analysis of written graduation compositions produced by visually impaired students provides an opportunity to trace the evolution of didactic approaches, the ideological framework of education, and the ways in which writing was used as a tool for assessment, reflection, and social adaptation. The insights gained may enrich our understanding of current inclusive practices and inform the development of suitable didactic strategies for students with special educational needs. Moreover, the topic of the history of written graduation compositions by students with visual impairments has not been examined in academic research yet.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Historia scholastica

ISSN

1804-4913

e-ISSN

2336-680X

Svazek periodika

11

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

24

Strana od-do

231-254

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105011078081