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dc.contributor.advisorWildová, Radka
dc.creatorHabib, Md. Ahsan
dc.date.accessioned2017-04-19T18:53:59Z
dc.date.available2017-04-19T18:53:59Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/20.500.11956/23017
dc.description.abstractThe movement for inclusive education produces number of innovations. One of this is special services coordinators (SENCOs) in the mainstream schools. When the schools start accepting the children with special education needs it becomes inevitable to take someone with special training and knowledge responsibility of these children in the mainstream schools. In Czech Republic Pedagogical Counsellor (Výchovný Poradce) were given this responsibility of coordination by legislation. The present research attempts to explore the role of Výchovný Poradce in relation to the children with special education needs in legislation as well as in practice. The research also aims to investigate the challenges the Výchovný Poradce face and how they over come the challenges. A total 26 participants including teachers, Výchovný Poradce, special pedagogue (mainstream school), special pedagogue (special centres) and parents were engaged in collecting data through interviews, questionnaire and focused group discussion. As an exploratory research a sequential mixed method research design was applied where initial qualitative data collection and analysis was followed by a quantitative data collection and analysis. The findings show that the role of the Výchovný Poradce is not a one-person coordination concern on Czech schools rather...en_US
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleInvestigation into the role of Pedagogical counsellor (výchovný poradce) in the Education of Children with Special Education Needs (SEN) in the Mainstream Primary Schools of Central Pragueen_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.repId77212
dc.contributor.refereeNovosad, Libor
dc.identifier.aleph001939285
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.csVýborněcs_CZ
thesis.grade.enExcellenten_US
uk.abstract.enThe movement for inclusive education produces number of innovations. One of this is special services coordinators (SENCOs) in the mainstream schools. When the schools start accepting the children with special education needs it becomes inevitable to take someone with special training and knowledge responsibility of these children in the mainstream schools. In Czech Republic Pedagogical Counsellor (Výchovný Poradce) were given this responsibility of coordination by legislation. The present research attempts to explore the role of Výchovný Poradce in relation to the children with special education needs in legislation as well as in practice. The research also aims to investigate the challenges the Výchovný Poradce face and how they over come the challenges. A total 26 participants including teachers, Výchovný Poradce, special pedagogue (mainstream school), special pedagogue (special centres) and parents were engaged in collecting data through interviews, questionnaire and focused group discussion. As an exploratory research a sequential mixed method research design was applied where initial qualitative data collection and analysis was followed by a quantitative data collection and analysis. The findings show that the role of the Výchovný Poradce is not a one-person coordination concern on Czech schools rather...en_US
uk.publication.placePrahacs_CZ
uk.grantorUniverzita Karlova, Pedagogická fakulta, Katedra speciální pedagogikycs_CZ


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