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dc.contributor.advisorNovosad, Libor
dc.creatorAlindiamao, Greystone Jennyson
dc.date.accessioned2017-04-19T15:28:31Z
dc.date.available2017-04-19T15:28:31Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/20.500.11956/22354
dc.description.abstractThis 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.abstractThis 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.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleWhat 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.typediplomová prácecs_CZ
dcterms.created2010
dcterms.dateAccepted2010-08-13
dc.description.departmentKatedra speciální pedagogikycs_CZ
dc.description.facultyFaculty of Educationen_US
dc.description.facultyPedagogická fakultacs_CZ
dc.identifier.repId132033
dc.contributor.refereeŠiška, Jan
dc.identifier.aleph002040428
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.thesis.typediplomová prácecs_CZ
uk.taxonomy.organization-csPedagogická fakulta::Katedra speciální pedagogikycs_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.csThis 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.enThis 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.placePrahacs_CZ
uk.grantorUniverzita Karlova, Pedagogická fakulta, Katedra speciální pedagogikycs_CZ
dc.identifier.lisID990020404280106986


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