Teacher Assistant in the Inclusive School Environment
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F18%3A00102970" target="_blank" >RIV/00216224:14410/18:00102970 - isvavai.cz</a>
Výsledek na webu
<a href="http://www.hillpublisher.com/UpFile/201806/2018060752473465.pdf" target="_blank" >http://www.hillpublisher.com/UpFile/201806/2018060752473465.pdf</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.26855/er.2018.06.001" target="_blank" >10.26855/er.2018.06.001</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Teacher Assistant in the Inclusive School Environment
Popis výsledku v původním jazyce
The literature review deals with the issue of a teacher assistant for pupils with special educational needs in the inclusive school environment, especially the preferred level of education of teacher assistants, qualification assumptions, risks associated with improper involvement of assistants in teaching and the quality and intensity of cooperation between a teacher and a teacher assistant. An analysis of selected studies was used according to two basic thematic criteria: a teacher assistant for pupils with special educational needs and the inclusive school environment. The results of the study have shown that the intensive cooperation of a teacher assistant with a teacher, systematic preparation for lessons and a collective evaluation of assistants’ previous work are the most important preconditions for the effective performance. Other factors for the successful teacher assistant’s work are an appropriate level of education, knowledge, helpful approach to pupils, empathy and tolerance.
Název v anglickém jazyce
Teacher Assistant in the Inclusive School Environment
Popis výsledku anglicky
The literature review deals with the issue of a teacher assistant for pupils with special educational needs in the inclusive school environment, especially the preferred level of education of teacher assistants, qualification assumptions, risks associated with improper involvement of assistants in teaching and the quality and intensity of cooperation between a teacher and a teacher assistant. An analysis of selected studies was used according to two basic thematic criteria: a teacher assistant for pupils with special educational needs and the inclusive school environment. The results of the study have shown that the intensive cooperation of a teacher assistant with a teacher, systematic preparation for lessons and a collective evaluation of assistants’ previous work are the most important preconditions for the effective performance. Other factors for the successful teacher assistant’s work are an appropriate level of education, knowledge, helpful approach to pupils, empathy and tolerance.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
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OECD FORD obor
50302 - Education, special (to gifted persons, those with learning disabilities)
Návaznosti výsledku
Projekt
—
Návaznosti
V - Vyzkumna aktivita podporovana z jinych verejnych zdroju
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
The Educational Review, USA
ISSN
2575-7938
e-ISSN
—
Svazek periodika
2
Číslo periodika v rámci svazku
6
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
10
Strana od-do
320-329
Kód UT WoS článku
—
EID výsledku v databázi Scopus
—