Special needs teachers and their perspective of inclusive education
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73613574" target="_blank" >RIV/61989592:15410/22:73613574 - isvavai.cz</a>
Výsledek na webu
<a href="https://library.iated.org/view/HORMANDLOVA2022SPE" target="_blank" >https://library.iated.org/view/HORMANDLOVA2022SPE</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/edulearn.2022.1504" target="_blank" >10.21125/edulearn.2022.1504</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Special needs teachers and their perspective of inclusive education
Popis výsledku v původním jazyce
Inclusive education can be considered a trend in developed societies, as is the case in the Czech educational environment. A significant benefit is the introduction of the profession of a school-based special needs teacher which was introduced in Czech schools by the legislative changes in 2005. Their task has been to support the successful inclusion of children with special educational needs into mainstream education and provide support to teachers, children and their parents. The aim of the research was to find out how school-based special needs teachers evaluate the inclusion efforts in Czech education and to examine the specifics of the new profession of special needs teachers whose role is to support inclusive education and equal opportunities. The research was of a qualitative nature; the research instruments were semi-structured interviews conducted with six special needs teachers. The data obtained were analysed by means of the grounded theory approach.
Název v anglickém jazyce
Special needs teachers and their perspective of inclusive education
Popis výsledku anglicky
Inclusive education can be considered a trend in developed societies, as is the case in the Czech educational environment. A significant benefit is the introduction of the profession of a school-based special needs teacher which was introduced in Czech schools by the legislative changes in 2005. Their task has been to support the successful inclusion of children with special educational needs into mainstream education and provide support to teachers, children and their parents. The aim of the research was to find out how school-based special needs teachers evaluate the inclusion efforts in Czech education and to examine the specifics of the new profession of special needs teachers whose role is to support inclusive education and equal opportunities. The research was of a qualitative nature; the research instruments were semi-structured interviews conducted with six special needs teachers. The data obtained were analysed by means of the grounded theory approach.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2022
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
EDULEARN22 Proceedings
ISBN
978-84-09-42484-9
ISSN
2340-1117
e-ISSN
—
Počet stran výsledku
4
Strana od-do
6359-6362
Název nakladatele
International Association of Technology, Education and Development (IATED)
Místo vydání
Madrid
Místo konání akce
Palma de Mallorka
Datum konání akce
4. 7. 2022
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
—