Selected Aspects of Inclusive Education of Pupils with Mental Disabilities in Primary Schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F16%3A73579972" target="_blank" >RIV/61989592:15410/16:73579972 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/iceri.2016.1507" target="_blank" >http://dx.doi.org/10.21125/iceri.2016.1507</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2016.1507" target="_blank" >10.21125/iceri.2016.1507</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Selected Aspects of Inclusive Education of Pupils with Mental Disabilities in Primary Schools

Popis výsledku v původním jazyce

The phenomenon of inclusive education of students with mental disability has recently become a widely discussed issue. The paper presents a summary of the results of a research study aimed at inclusive education of students with intellectual disability in elementary schools. For this purpose the authors performed an anonymous questionnaire survey, the objective of which was to determine teachers' experiences and to identify and describe some of the factors that affect inclusive education of students with intellectual disability in elementary schools, and to find out how teachers themselves perceive inclusive education. The survey included 49 teachers of students with intellectual disability in the regions of Rožnov pod Radhoštěm and Valašské Meziříčí in the Czech Republic. The results of the research suggest that a larger part of integrated students are in the first stage of elementary schools. According to the teachers, education of students with intellectual disability is performed without problems or with minor problems. In the second stage of elementary schools, the teachers encounter a larger amount of more serious problems. These problems are most often related to the area of education, communication with parents, and relationships with classmates. There are more significant differences in students' interests and communication skills; it is more difficult for students with intellectual disability to find friends among peers. According to the respondents, the problems overlap and appear in multiple areas. However, the teachers assess the process of integration rather positively. At the same time, they also point to areas that are under-valued in integrating students with intellectual disability. Educating students with intellectual disability places considerable demands on the school and the teachers. Insufficient funding to cover assistant teachers and teaching aids, poor salaries of teachers - these are just some of the issues that schools have to face.

Název v anglickém jazyce

Selected Aspects of Inclusive Education of Pupils with Mental Disabilities in Primary Schools

Popis výsledku anglicky

The phenomenon of inclusive education of students with mental disability has recently become a widely discussed issue. The paper presents a summary of the results of a research study aimed at inclusive education of students with intellectual disability in elementary schools. For this purpose the authors performed an anonymous questionnaire survey, the objective of which was to determine teachers' experiences and to identify and describe some of the factors that affect inclusive education of students with intellectual disability in elementary schools, and to find out how teachers themselves perceive inclusive education. The survey included 49 teachers of students with intellectual disability in the regions of Rožnov pod Radhoštěm and Valašské Meziříčí in the Czech Republic. The results of the research suggest that a larger part of integrated students are in the first stage of elementary schools. According to the teachers, education of students with intellectual disability is performed without problems or with minor problems. In the second stage of elementary schools, the teachers encounter a larger amount of more serious problems. These problems are most often related to the area of education, communication with parents, and relationships with classmates. There are more significant differences in students' interests and communication skills; it is more difficult for students with intellectual disability to find friends among peers. According to the respondents, the problems overlap and appear in multiple areas. However, the teachers assess the process of integration rather positively. At the same time, they also point to areas that are under-valued in integrating students with intellectual disability. Educating students with intellectual disability places considerable demands on the school and the teachers. Insufficient funding to cover assistant teachers and teaching aids, poor salaries of teachers - these are just some of the issues that schools have to face.

Druh

D - Stať ve sborníku

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

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2016 Proceedings

ISBN

978-84-617-5895-1

ISSN

2340-1095

e-ISSN

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Počet stran výsledku

10

Strana od-do

2307-2316

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Seville, Spain

Datum konání akce

14. 11. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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