Benefits and difficulties in educating of pupils with severe multiple disability and possibilities of professional support of their teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F15%3A33154910" target="_blank" >RIV/61989592:15410/15:33154910 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Benefits and difficulties in educating of pupils with severe multiple disability and possibilities of professional support of their teachers

Popis výsledku v původním jazyce

Educating pupils with severe multiple disability brings specific benefits as well as difficulties for the teachers. These pupils are educated mainly in special schools in the Czech Republic and the classes often consist of several pupils with severe functional disability at once. The paper presents the outcomes of a qualitative study of this issue in Czech schools. The qualitative design was chosen because of the lack of theoretical background in this area of education. The sample consisted of 45 teachers and 4 students with severe physical, intellectual and communication disability. The main method of data collection included semi-structured interviews with teachers and observations of the educational process. Open coding and categorisation were usedfor data analysis. The outcomes of the study are discussed in the context of professional support provided to teachers. Various models of teacher support are discussed. Moreover, an association with the burnout syndrome is outlined. A sch

Název v anglickém jazyce

Benefits and difficulties in educating of pupils with severe multiple disability and possibilities of professional support of their teachers

Popis výsledku anglicky

Educating pupils with severe multiple disability brings specific benefits as well as difficulties for the teachers. These pupils are educated mainly in special schools in the Czech Republic and the classes often consist of several pupils with severe functional disability at once. The paper presents the outcomes of a qualitative study of this issue in Czech schools. The qualitative design was chosen because of the lack of theoretical background in this area of education. The sample consisted of 45 teachers and 4 students with severe physical, intellectual and communication disability. The main method of data collection included semi-structured interviews with teachers and observations of the educational process. Open coding and categorisation were usedfor data analysis. The outcomes of the study are discussed in the context of professional support provided to teachers. Various models of teacher support are discussed. Moreover, an association with the burnout syndrome is outlined. A sch

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2015

Kód důvěrnosti údajů

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

Název periodika

Journal of Exceptional People

ISSN

1805-4978

e-ISSN

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Svazek periodika

2

Číslo periodika v rámci svazku

7

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

18

Strana od-do

41-58

Kód UT WoS článku

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EID výsledku v databázi Scopus

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