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dc.contributor.advisorStrnadová, Iva
dc.creatorYadav, Asha
dc.date.accessioned2017-04-13T13:28:54Z
dc.date.available2017-04-13T13:28:54Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/20.500.11956/19905
dc.description.abstractI he purpose of the study was to survey mainstream teachers to examine their awareness of strategies, in support of encouraging social interaction among children with autism. In addition, mainstream and special education teachers' recommendations were also explored in relation to better execution of evidence-based classroom strategies. Furthermore, identified weaknesses and teachers' suggestions were used to recommend future training and staff development to enable mainstream teachers to provide the best possible programs for enhancement of social interaction among children with autism in inclusive educational setting. I he responses were gathered from 90 teachers from various cities in Czech Republic where 28 were regular teachers and 62 were special education teachers. Data was collected questionnaire. Regular teachers responses were more focused on to explore the awareness and knowledge of strategics to enhance social interaction among children with autism and special education teachers' responses were focused on recommendation for enhancing teachers' awareness and better implementation of strategies in the classroom. Powered by TCPDF (www.tcpdf.org)cs_CZ
dc.description.abstractI he purpose of the study was to survey mainstream teachers to examine their awareness of strategies, in support of encouraging social interaction among children with autism. In addition, mainstream and special education teachers' recommendations were also explored in relation to better execution of evidence-based classroom strategies. Furthermore, identified weaknesses and teachers' suggestions were used to recommend future training and staff development to enable mainstream teachers to provide the best possible programs for enhancement of social interaction among children with autism in inclusive educational setting. I he responses were gathered from 90 teachers from various cities in Czech Republic where 28 were regular teachers and 62 were special education teachers. Data was collected questionnaire. Regular teachers responses were more focused on to explore the awareness and knowledge of strategics to enhance social interaction among children with autism and special education teachers' responses were focused on recommendation for enhancing teachers' awareness and better implementation of strategies in the classroom. Powered by TCPDF (www.tcpdf.org)en_US
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleStudy on mainstream teachers'awareness of strategies to enhance social interaction among children with autism in Czech Republicen_US
dc.typediplomová prácecs_CZ
dcterms.created2008
dcterms.dateAccepted2008-10-05
dc.description.departmentKatedra speciální pedagogikycs_CZ
dc.description.facultyFaculty of Educationen_US
dc.description.facultyPedagogická fakultacs_CZ
dc.identifier.repId72323
dc.contributor.refereeŠiška, Jan
dc.identifier.aleph001227735
thesis.degree.nameMgr.
thesis.degree.levelnavazující magisterskécs_CZ
thesis.degree.discipline-en_US
thesis.degree.discipline-cs_CZ
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.csVelmi dobřecs_CZ
thesis.grade.enVery gooden_US
uk.abstract.csI he purpose of the study was to survey mainstream teachers to examine their awareness of strategies, in support of encouraging social interaction among children with autism. In addition, mainstream and special education teachers' recommendations were also explored in relation to better execution of evidence-based classroom strategies. Furthermore, identified weaknesses and teachers' suggestions were used to recommend future training and staff development to enable mainstream teachers to provide the best possible programs for enhancement of social interaction among children with autism in inclusive educational setting. I he responses were gathered from 90 teachers from various cities in Czech Republic where 28 were regular teachers and 62 were special education teachers. Data was collected questionnaire. Regular teachers responses were more focused on to explore the awareness and knowledge of strategics to enhance social interaction among children with autism and special education teachers' responses were focused on recommendation for enhancing teachers' awareness and better implementation of strategies in the classroom. Powered by TCPDF (www.tcpdf.org)cs_CZ
uk.abstract.enI he purpose of the study was to survey mainstream teachers to examine their awareness of strategies, in support of encouraging social interaction among children with autism. In addition, mainstream and special education teachers' recommendations were also explored in relation to better execution of evidence-based classroom strategies. Furthermore, identified weaknesses and teachers' suggestions were used to recommend future training and staff development to enable mainstream teachers to provide the best possible programs for enhancement of social interaction among children with autism in inclusive educational setting. I he responses were gathered from 90 teachers from various cities in Czech Republic where 28 were regular teachers and 62 were special education teachers. Data was collected questionnaire. Regular teachers responses were more focused on to explore the awareness and knowledge of strategics to enhance social interaction among children with autism and special education teachers' responses were focused on recommendation for enhancing teachers' awareness and better implementation of strategies in the classroom. 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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