Emotional and Social Needs of Integrated Disabled Students in Secondary School Environment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F16%3A43874865" target="_blank" >RIV/70883521:28150/16:43874865 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.sciencedirect.com/science/article/pii/S1877042816000987" target="_blank" >http://www.sciencedirect.com/science/article/pii/S1877042816000987</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2016.02.073" target="_blank" >10.1016/j.sbspro.2016.02.073</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Emotional and Social Needs of Integrated Disabled Students in Secondary School Environment

Popis výsledku v původním jazyce

The paper deals with emotional and social needs of integrated disabled pupils in the secondary school environment. The authors focused on the perception of emotional and social needs of pupilswith physical disabilities who were individually integrated into a standard secondary school five years ago at the latest. The aim of the research was to determine how graduates with physical disabilities reflect on their emotional and social needs and their fulfillment in the secondary school environment. Its purposewas also to reveal how the participants describe their position within the school class. With regard to the research objectives, the authors decided for a qualitative research strategy using semi-structured interviews and an interpretative phenomenological analysis. The results showed that the emotions of the informants are mainly determined by their insufficiently fulfilled social needs. The graduates intensely experienced distrust of their classmates, but also a certain initial reluctance of the teachers to accept their specific needs. This stemmed from the lack of interpersonal communication and cooperation and the lack of shared experiences in the school environment.

Název v anglickém jazyce

Emotional and Social Needs of Integrated Disabled Students in Secondary School Environment

Popis výsledku anglicky

The paper deals with emotional and social needs of integrated disabled pupils in the secondary school environment. The authors focused on the perception of emotional and social needs of pupilswith physical disabilities who were individually integrated into a standard secondary school five years ago at the latest. The aim of the research was to determine how graduates with physical disabilities reflect on their emotional and social needs and their fulfillment in the secondary school environment. Its purposewas also to reveal how the participants describe their position within the school class. With regard to the research objectives, the authors decided for a qualitative research strategy using semi-structured interviews and an interpretative phenomenological analysis. The results showed that the emotions of the informants are mainly determined by their insufficiently fulfilled social needs. The graduates intensely experienced distrust of their classmates, but also a certain initial reluctance of the teachers to accept their specific needs. This stemmed from the lack of interpersonal communication and cooperation and the lack of shared experiences in the school environment.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

—

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

Procedia - Social and Behavioral Sciences 217 (2016)

ISBN

—

ISSN

1877-0428

e-ISSN

—

Počet stran výsledku

10

Strana od-do

229-238

Název nakladatele

Elsevier Ltd.

Místo vydání

Oxford

Místo konání akce

Istanbul

Datum konání akce

13. 10. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000387478700029