Secondary Teachers‘ Interventions in the Class from the Perspective of Physically Disabled Students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F17%3A63517741" target="_blank" >RIV/70883521:28150/17:63517741 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/edulearn.2017.0094" target="_blank" >http://dx.doi.org/10.21125/edulearn.2017.0094</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2017.0094" target="_blank" >10.21125/edulearn.2017.0094</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Secondary Teachers‘ Interventions in the Class from the Perspective of Physically Disabled Students

Popis výsledku v původním jazyce

This qualitative paper deals with Czech secondary teachers‘ interventions in the class from the perspective of physically disabled students. The aim of the research based on semi-structured interviews was to identify how the sample of ten individually integrated graduates with physical disabilities retrospectively perceives teachers‘ pedagogical interventions connected with their presence in the regular class. The data analysed with the use of partial processes of situational analysis shows that teachers’ pedagogical interventions are mainly addressed to integrated student and nondisabled classmates. In detail, the results clearly revealed that at the beginning the teachers showed distrust in abilities and knowledge of physically disabled students. The participants also mentioned that they were confronted with ridiculing and unwillingness to accept their specific educational needs by teachers. In contrast, some informants described their educators as committed, because an appropriate support built on interest in information connected with special educational needs and willingness to find alternative ways how to fulfil study requirements was provided to them during their secondary school attendance.

Název v anglickém jazyce

Secondary Teachers‘ Interventions in the Class from the Perspective of Physically Disabled Students

Popis výsledku anglicky

This qualitative paper deals with Czech secondary teachers‘ interventions in the class from the perspective of physically disabled students. The aim of the research based on semi-structured interviews was to identify how the sample of ten individually integrated graduates with physical disabilities retrospectively perceives teachers‘ pedagogical interventions connected with their presence in the regular class. The data analysed with the use of partial processes of situational analysis shows that teachers’ pedagogical interventions are mainly addressed to integrated student and nondisabled classmates. In detail, the results clearly revealed that at the beginning the teachers showed distrust in abilities and knowledge of physically disabled students. The participants also mentioned that they were confronted with ridiculing and unwillingness to accept their specific educational needs by teachers. In contrast, some informants described their educators as committed, because an appropriate support built on interest in information connected with special educational needs and willingness to find alternative ways how to fulfil study requirements was provided to them during their secondary school attendance.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of EDULEARN17 Conference

ISBN

978-84-697-3777-4

ISSN

2340-1117

e-ISSN

neuvedeno

Počet stran výsledku

10

Strana od-do

10249-10258

Název nakladatele

IATED Academy

Místo vydání

Seville

Místo konání akce

Barcelona

Datum konání akce

3. 7. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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