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dc.contributor.advisorČerná, Marie
dc.creatorNabeta Igeme, Alice
dc.date.accessioned2017-04-05T08:21:02Z
dc.date.available2017-04-05T08:21:02Z
dc.date.issued2007
dc.identifier.urihttp://hdl.handle.net/20.500.11956/11674
dc.description.abstractThis research focused on parents' involvement in the education of children with intellectual disabilities in mainstream primary schools. The subjects were parents of children with intellectual disabilities in mainstream primary schools in Prague. Five parents and seven teachers of children with intellectual disabilities were selected for this study. After the selection process, the subjects' views were collected through a semistructured questionnaire. Seven teachers of children with intellectual disabilities whose parents responded to the questionnaire were interviewed by use of a semi- structured interview. The main purpose of the interview was to validate parents' responses to the questionnaire. Data was mainly qualitatively analyzed. Powered by TCPDF (www.tcpdf.org)cs_CZ
dc.description.abstractThis research focused on parents' involvement in the education of children with intellectual disabilities in mainstream primary schools. The subjects were parents of children with intellectual disabilities in mainstream primary schools in Prague. Five parents and seven teachers of children with intellectual disabilities were selected for this study. After the selection process, the subjects' views were collected through a semistructured questionnaire. Seven teachers of children with intellectual disabilities whose parents responded to the questionnaire were interviewed by use of a semi- structured interview. The main purpose of the interview was to validate parents' responses to the questionnaire. Data was mainly qualitatively analyzed. Powered by TCPDF (www.tcpdf.org)en_US
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleParental Involvement in the Education of Children with Intellectual disabilities with Regards to the Implementation of Inclusive Education in Primary Schools in Pragueen_US
dc.typediplomová prácecs_CZ
dcterms.created2007
dcterms.dateAccepted2007-10-24
dc.description.departmentKatedra speciální pedagogikycs_CZ
dc.description.facultyFaculty of Educationen_US
dc.description.facultyPedagogická fakultacs_CZ
dc.identifier.repId71346
dc.contributor.refereeStrnadová, Iva
dc.identifier.aleph001227497
thesis.degree.nameMgr.
thesis.degree.levelnavazující magisterskécs_CZ
thesis.degree.discipline-cs_CZ
thesis.degree.discipline-en_US
thesis.degree.programErasmus Mundus - Special Education Needsen_US
thesis.degree.programErasmus Mundus - Speciální pedagogikacs_CZ
uk.faculty-name.csPedagogická fakultacs_CZ
uk.faculty-name.enFaculty of Educationen_US
uk.faculty-abbr.csPedFcs_CZ
uk.degree-discipline.cs-cs_CZ
uk.degree-discipline.en-en_US
uk.degree-program.csErasmus Mundus - Speciální pedagogikacs_CZ
uk.degree-program.enErasmus Mundus - Special Education Needsen_US
thesis.grade.csVýborněcs_CZ
thesis.grade.enExcellenten_US
uk.abstract.csThis research focused on parents' involvement in the education of children with intellectual disabilities in mainstream primary schools. The subjects were parents of children with intellectual disabilities in mainstream primary schools in Prague. Five parents and seven teachers of children with intellectual disabilities were selected for this study. After the selection process, the subjects' views were collected through a semistructured questionnaire. Seven teachers of children with intellectual disabilities whose parents responded to the questionnaire were interviewed by use of a semi- structured interview. The main purpose of the interview was to validate parents' responses to the questionnaire. Data was mainly qualitatively analyzed. Powered by TCPDF (www.tcpdf.org)cs_CZ
uk.abstract.enThis research focused on parents' involvement in the education of children with intellectual disabilities in mainstream primary schools. The subjects were parents of children with intellectual disabilities in mainstream primary schools in Prague. Five parents and seven teachers of children with intellectual disabilities were selected for this study. After the selection process, the subjects' views were collected through a semistructured questionnaire. Seven teachers of children with intellectual disabilities whose parents responded to the questionnaire were interviewed by use of a semi- structured interview. The main purpose of the interview was to validate parents' responses to the questionnaire. Data was mainly qualitatively analyzed. Powered by TCPDF (www.tcpdf.org)en_US
uk.publication-placePrahacs_CZ
uk.grantorUniverzita Karlova, Pedagogická fakulta, Katedra speciální pedagogikycs_CZ


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