dc.contributor.advisor | Novosad, Libor | |
dc.creator | Alindiamao, Greystone Jennyson | |
dc.date.accessioned | 2017-04-19T15:28:31Z | |
dc.date.available | 2017-04-19T15:28:31Z | |
dc.date.issued | 2010 | |
dc.identifier.uri | http://hdl.handle.net/20.500.11956/22354 | |
dc.description.abstract | This dissertation reports on the findings of a qualitative study done in a special school in Liberec/I and a mainstream school in Prague. Using a questionnaire, a semi-structured interview and a / / focus group discussion the researcher found that the teachers both in a special school and the [ / mainstream school depend very much on medical and social experts to made decisions regarding the nature of education provision of the learners with hearing impairment. With the expert analysis of hearing loss, learner^with hearing impairment are regarded as deficient commonly referred to as./"the handicapped" and not fit to learn together with hearing learners in a mainstream primary classroom setting. The special education teachers argue that the learners who are placed inffiemain stream classroom settings are only sitting in class and gets very littl^ from the regular teachers who fail to communicate effectively with these hearing impaired learners. | cs_CZ |
dc.description.abstract | This dissertation reports on the findings of a qualitative study done in a special school in Liberec/I and a mainstream school in Prague. Using a questionnaire, a semi-structured interview and a / / focus group discussion the researcher found that the teachers both in a special school and the [ / mainstream school depend very much on medical and social experts to made decisions regarding the nature of education provision of the learners with hearing impairment. With the expert analysis of hearing loss, learner^with hearing impairment are regarded as deficient commonly referred to as./"the handicapped" and not fit to learn together with hearing learners in a mainstream primary classroom setting. The special education teachers argue that the learners who are placed inffiemain stream classroom settings are only sitting in class and gets very littl^ from the regular teachers who fail to communicate effectively with these hearing impaired learners. | en_US |
dc.language | English | cs_CZ |
dc.language.iso | en_US | |
dc.publisher | Univerzita Karlova, Pedagogická fakulta | cs_CZ |
dc.title | What are the Perceptions of Teachers on Teaching Learners with Hearing Impairment in an Inclusive Mainstream Primary Classroom Setting in Liberec and Prague in the Czech Republic? | en_US |
dc.type | diplomová práce | cs_CZ |
dcterms.created | 2010 | |
dcterms.dateAccepted | 2010-08-13 | |
dc.description.department | Katedra speciální pedagogiky | cs_CZ |
dc.description.faculty | Faculty of Education | en_US |
dc.description.faculty | Pedagogická fakulta | cs_CZ |
dc.identifier.repId | 132033 | |
dc.contributor.referee | Šiška, Jan | |
dc.identifier.aleph | 002040428 | |
thesis.degree.name | Mgr. | |
thesis.degree.level | navazující magisterské | cs_CZ |
thesis.degree.discipline | - | cs_CZ |
thesis.degree.discipline | - | en_US |
thesis.degree.program | Erasmus Mundus - Speciální pedagogika | cs_CZ |
thesis.degree.program | Erasmus Mundus - Special Education Needs | en_US |
uk.thesis.type | diplomová práce | cs_CZ |
uk.taxonomy.organization-cs | Pedagogická fakulta::Katedra speciální pedagogiky | cs_CZ |
uk.faculty-name.cs | Pedagogická fakulta | cs_CZ |
uk.faculty-name.en | Faculty of Education | en_US |
uk.faculty-abbr.cs | PedF | cs_CZ |
uk.degree-discipline.cs | - | cs_CZ |
uk.degree-discipline.en | - | en_US |
uk.degree-program.cs | Erasmus Mundus - Speciální pedagogika | cs_CZ |
uk.degree-program.en | Erasmus Mundus - Special Education Needs | en_US |
thesis.grade.cs | Velmi dobře | cs_CZ |
thesis.grade.en | Very good | en_US |
uk.abstract.cs | This dissertation reports on the findings of a qualitative study done in a special school in Liberec/I and a mainstream school in Prague. Using a questionnaire, a semi-structured interview and a / / focus group discussion the researcher found that the teachers both in a special school and the [ / mainstream school depend very much on medical and social experts to made decisions regarding the nature of education provision of the learners with hearing impairment. With the expert analysis of hearing loss, learner^with hearing impairment are regarded as deficient commonly referred to as./"the handicapped" and not fit to learn together with hearing learners in a mainstream primary classroom setting. The special education teachers argue that the learners who are placed inffiemain stream classroom settings are only sitting in class and gets very littl^ from the regular teachers who fail to communicate effectively with these hearing impaired learners. | cs_CZ |
uk.abstract.en | This dissertation reports on the findings of a qualitative study done in a special school in Liberec/I and a mainstream school in Prague. Using a questionnaire, a semi-structured interview and a / / focus group discussion the researcher found that the teachers both in a special school and the [ / mainstream school depend very much on medical and social experts to made decisions regarding the nature of education provision of the learners with hearing impairment. With the expert analysis of hearing loss, learner^with hearing impairment are regarded as deficient commonly referred to as./"the handicapped" and not fit to learn together with hearing learners in a mainstream primary classroom setting. The special education teachers argue that the learners who are placed inffiemain stream classroom settings are only sitting in class and gets very littl^ from the regular teachers who fail to communicate effectively with these hearing impaired learners. | en_US |
uk.publication.place | Praha | cs_CZ |
uk.grantor | Univerzita Karlova, Pedagogická fakulta, Katedra speciální pedagogiky | cs_CZ |
dc.identifier.lisID | 990020404280106986 | |