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dc.contributor.advisorŠiška, Jan
dc.creatorBangura, Ibrahim Richard
dc.date.accessioned2017-04-19T15:27:46Z
dc.date.available2017-04-19T15:27:46Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/20.500.11956/22351
dc.description.abstractThis dissertation reports findings on the study that was done into how Czech school teachers respond to moral dilemmas experienced while working with children with special education needs in integrated classrooms. The Czech Republic (especially during the period when it was Czechoslovakia) has a very long history and tradition for educating children with disabilities in highly differentiated, segregated, separate and special school settings. The Czech special education system is well developed. However, following the 'Velvet Revolution' of 1989 and the subsequent dissolution of the Czech-Slovakia federation in 1993, a change in the education for children with special education needs was introduced. The preferred system was the integrated education approach. All the children with special education needs must be educated in the mainstream together with non-disabled children. Studies show that teachers generally experience moral dilemmas in their day to day work with children (Sockett, 1993; Oser, 1994; Colnerud, 1997; Tirri, 1999; Tirri & Husu, 2002). However, this is especially pronounced when the children involved are vulnerable children (Tirri & Husu, 2002; Fenstermacher (1986). Majority of the conflict experienced by the Czech teachers were with parents of the children with disabilities. According to...en_US
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleCzech School Teachers' Responses to Moral Dilemmas Experienced in Integrated Classroomsen_US
dc.typediplomová prácecs_CZ
dcterms.created2009
dcterms.dateAccepted2009-08-17
dc.description.departmentKatedra speciální pedagogikycs_CZ
dc.description.facultyFaculty of Educationen_US
dc.description.facultyPedagogická fakultacs_CZ
dc.identifier.repId77210
dc.contributor.refereeNovosad, Libor
dc.identifier.aleph001939281
thesis.degree.nameMgr.
thesis.degree.levelnavazující magisterskécs_CZ
thesis.degree.discipline-cs_CZ
thesis.degree.discipline-en_US
thesis.degree.programErasmus Mundus - Speciální pedagogikacs_CZ
thesis.degree.programErasmus Mundus - Special Education Needsen_US
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.enThis dissertation reports findings on the study that was done into how Czech school teachers respond to moral dilemmas experienced while working with children with special education needs in integrated classrooms. The Czech Republic (especially during the period when it was Czechoslovakia) has a very long history and tradition for educating children with disabilities in highly differentiated, segregated, separate and special school settings. The Czech special education system is well developed. However, following the 'Velvet Revolution' of 1989 and the subsequent dissolution of the Czech-Slovakia federation in 1993, a change in the education for children with special education needs was introduced. The preferred system was the integrated education approach. All the children with special education needs must be educated in the mainstream together with non-disabled children. Studies show that teachers generally experience moral dilemmas in their day to day work with children (Sockett, 1993; Oser, 1994; Colnerud, 1997; Tirri, 1999; Tirri & Husu, 2002). However, this is especially pronounced when the children involved are vulnerable children (Tirri & Husu, 2002; Fenstermacher (1986). Majority of the conflict experienced by the Czech teachers were with parents of the children with disabilities. According to...en_US
uk.publication.placePrahacs_CZ
uk.grantorUniverzita Karlova, Pedagogická fakulta, Katedra speciální pedagogikycs_CZ


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