Cooperation between School (Teachers) and Parents as an Important Factor in the Education of Pupils with Special Educational Needs

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

Cooperation between School (Teachers) and Parents as an Important Factor in the Education of Pupils with Special Educational Needs

Popis výsledku v původním jazyce

In the Czech Republic (and not only here), the proportion of children, pupils and students with special educational needs is gradually increasing in mainstream schools. If, a few years ago (10-20) economic and legislative factors were preferred in the attitudes of teachers who commented on the conditions of so-called &quot;inclusive&quot; education, we are currently seeing crucial problems in the communication (relations) of participants in the process. The research team conducted a series of surveys in 2018– 2019 that focused on the quality of life of people caring for a family member (child) with disabilities (n = 526). In addition, we have also carried out extensive research measurements of teachers&apos; attitudes to inclusive education (n = 2,526). In the paper, we present partial results of comprehensive research reports showing a possible source of conflicts (misunderstandings) among the actors of joint learning. These disagreements may arise in particular from the lack of information or communication at the teacher-pupil-parent level with regard to the inclusive education process.

Název v anglickém jazyce

Cooperation between School (Teachers) and Parents as an Important Factor in the Education of Pupils with Special Educational Needs

Popis výsledku anglicky

In the Czech Republic (and not only here), the proportion of children, pupils and students with special educational needs is gradually increasing in mainstream schools. If, a few years ago (10-20) economic and legislative factors were preferred in the attitudes of teachers who commented on the conditions of so-called &quot;inclusive&quot; education, we are currently seeing crucial problems in the communication (relations) of participants in the process. The research team conducted a series of surveys in 2018– 2019 that focused on the quality of life of people caring for a family member (child) with disabilities (n = 526). In addition, we have also carried out extensive research measurements of teachers&apos; attitudes to inclusive education (n = 2,526). In the paper, we present partial results of comprehensive research reports showing a possible source of conflicts (misunderstandings) among the actors of joint learning. These disagreements may arise in particular from the lack of information or communication at the teacher-pupil-parent level with regard to the inclusive education process.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název statě ve sborníku

EDULEARN19 Proceedings

ISBN

978-84-09-12031-4

ISSN

2340-1117

e-ISSN

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Počet stran výsledku

7

Strana od-do

2824-2830

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palmy

Datum konání akce

1. 7. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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