Inclusion of pupils with specific behavioural disorders from the viewpoint of teachers and school psychologists

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F18%3A43897795" target="_blank" >RIV/60076658:12410/18:43897795 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/iceri.2018.1880" target="_blank" >http://dx.doi.org/10.21125/iceri.2018.1880</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2018.1880" target="_blank" >10.21125/iceri.2018.1880</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Inclusion of pupils with specific behavioural disorders from the viewpoint of teachers and school psychologists

Popis výsledku v původním jazyce

The paper presents partial results of the GA JU research project Readiness of Students’ and Fresh Graduates’ from the Faculty of Education, University of South Bohemia, to Solve Educational Problems of Pupils (GAJU 154/2016/S), the aim of which was to find out how teachers and school psychologists perceive the inclusion of pupils with specific behavioral disorders into ordinary primary and lower secondary schools (their manifestations, impact on teaching, their relationships with classmates). Due to the selected issue, mixed research was chosen and methods of interviewing and in-depth interviews were used. In the school year 2017/18, the research was conducted at five regular primary and lower secondary schools, where teachers have the possibility of direct collaboration and intervention by a school psychologist. The research sample consisted of 120 teachers from these schools and 3 school psychologists. The experience of inclusion of pupils with specific behavioral disorders was reported by 100 teachers, i.e. 83 %. Of these, 20 were selected with which an in-depth interview was conducted. In addition, interviews with three school psychologists were conducted. The research investigation was initiated due to the increasing number of pupils with specific behavioral disorders in schools. The behavioral manifestations of these pupils resulting from their disorders - discipline problems, aggressive behavior, problems with integration into class, etc., require such teacher competences which can address the specific behavior manifestations of these pupils as well as the impacts of these manifestations on other pupils. The possible cooperation of a teacher with a school psychologist can be considered as a good professional support in these situations.

Název v anglickém jazyce

Inclusion of pupils with specific behavioural disorders from the viewpoint of teachers and school psychologists

Popis výsledku anglicky

The paper presents partial results of the GA JU research project Readiness of Students’ and Fresh Graduates’ from the Faculty of Education, University of South Bohemia, to Solve Educational Problems of Pupils (GAJU 154/2016/S), the aim of which was to find out how teachers and school psychologists perceive the inclusion of pupils with specific behavioral disorders into ordinary primary and lower secondary schools (their manifestations, impact on teaching, their relationships with classmates). Due to the selected issue, mixed research was chosen and methods of interviewing and in-depth interviews were used. In the school year 2017/18, the research was conducted at five regular primary and lower secondary schools, where teachers have the possibility of direct collaboration and intervention by a school psychologist. The research sample consisted of 120 teachers from these schools and 3 school psychologists. The experience of inclusion of pupils with specific behavioral disorders was reported by 100 teachers, i.e. 83 %. Of these, 20 were selected with which an in-depth interview was conducted. In addition, interviews with three school psychologists were conducted. The research investigation was initiated due to the increasing number of pupils with specific behavioral disorders in schools. The behavioral manifestations of these pupils resulting from their disorders - discipline problems, aggressive behavior, problems with integration into class, etc., require such teacher competences which can address the specific behavior manifestations of these pupils as well as the impacts of these manifestations on other pupils. The possible cooperation of a teacher with a school psychologist can be considered as a good professional support in these situations.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2018 Proceedings

ISBN

978-84-09-05948-5

ISSN

—

e-ISSN

neuvedeno

Počet stran výsledku

7

Strana od-do

3957-3963

Název nakladatele

IATED Academy, Plaza Legion Española, 11, 46010 Valencia, SPAIN

Místo vydání

Valencia, Spain

Místo konání akce

Seville (Spain)

Datum konání akce

12. 11. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—