Completion of Compulsory Education by Pupils with Learning Disabilities in the Context of the Transition Planning Process

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Completion of Compulsory Education by Pupils with Learning Disabilities in the Context of the Transition Planning Process

Popis výsledku v původním jazyce

This paper deals with the issue of completion of compulsory education (CCE) by pupils with learning disabilities in The Czech Republic. It presents the author's research based on the process of transition planning with 3 pupils leaving special school tostart another stage of their lives. The research has a qualitative design viewed from the perspective of the researcher/s; pupils; parents; class teachers, and other people involved. The acquired data - including transcribed, semi-structured, recorded interviews as well as transcribed recorded group discussions - were analysed using a content and frame analysis. The transcribed data was then subjected to the process of segmentation. This was preceded by the author's reading of numerous reports, manuscripts and documents from which subsequently contextually relevant passages emerged. The final outputs of the whole analytical process included four different categories and their sub-categories (time; awareness; transition planning, and tra

Název v anglickém jazyce

Completion of Compulsory Education by Pupils with Learning Disabilities in the Context of the Transition Planning Process

Popis výsledku anglicky

This paper deals with the issue of completion of compulsory education (CCE) by pupils with learning disabilities in The Czech Republic. It presents the author's research based on the process of transition planning with 3 pupils leaving special school tostart another stage of their lives. The research has a qualitative design viewed from the perspective of the researcher/s; pupils; parents; class teachers, and other people involved. The acquired data - including transcribed, semi-structured, recorded interviews as well as transcribed recorded group discussions - were analysed using a content and frame analysis. The transcribed data was then subjected to the process of segmentation. This was preceded by the author's reading of numerous reports, manuscripts and documents from which subsequently contextually relevant passages emerged. The final outputs of the whole analytical process included four different categories and their sub-categories (time; awareness; transition planning, and tra

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2015 Proceedings

ISBN

978-84-608-2657-6

ISSN

2340-1095

e-ISSN

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Počet stran výsledku

11

Strana od-do

968-978

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Seville, Spain

Datum konání akce

16. 11. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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