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Podpůrné výukové strategie ve facilitaci výuky studentů s poruchami učení
dc.contributor.advisorŠumníková, Pavlína
dc.creatorSalako, Olawumi Oluranti
dc.date.accessioned2017-05-26T16:14:52Z
dc.date.available2017-05-26T16:14:52Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.11956/64031
dc.description.abstractThis study is aimed at understanding the various strategies teachers use in supporting learners with learning difficulties in an inclusive classroom. The study is centred on teachers perspectives, experiences and practices. It explored teachers understanding of the concepts of support to learners, learners' peer support, and their effects in facilitating instruction among learners in an inclusive classroom. This study enabled the researcher, and hopefully it should help readers, to determine various effective strategies to support learners with learning difficulties for better achievements. Qualitative research approach with case study design is used. Two inclusive primary schools are purposively selected in two different geographical and cultural locations. This enhanced indepth understanding and triagulation, from which conclusions are drawn on various effective supporting strategies for learners with learning difficulties. Two teachers in each school, making four altogether, are purposeful selected with sample criterion. Data were collected with semi-standardised-open-ended interview, and were analysed with Hermenuetics approach. The perspectives procured from the theories of Zone of Proximal Development and Scaffolding, which have been critically analysed in the literature review, was utilised in the...en_US
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleSupporting Teaching Strategies In Facilitating Instruction For Learners With Learning Difficulties (Linking Theory And Practice)en_US
dc.typediplomová prácecs_CZ
dcterms.created2014
dcterms.dateAccepted2014-12-30
dc.description.departmentKatedra speciální pedagogikycs_CZ
dc.description.facultyPedagogická fakultacs_CZ
dc.description.facultyFaculty of Educationen_US
dc.identifier.repId184759
dc.title.translatedPodpůrné výukové strategie ve facilitaci výuky studentů s poruchami učenícs_CZ
dc.contributor.refereeStará, Jana
dc.identifier.aleph002109572
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 study is aimed at understanding the various strategies teachers use in supporting learners with learning difficulties in an inclusive classroom. The study is centred on teachers perspectives, experiences and practices. It explored teachers understanding of the concepts of support to learners, learners' peer support, and their effects in facilitating instruction among learners in an inclusive classroom. This study enabled the researcher, and hopefully it should help readers, to determine various effective strategies to support learners with learning difficulties for better achievements. Qualitative research approach with case study design is used. Two inclusive primary schools are purposively selected in two different geographical and cultural locations. This enhanced indepth understanding and triagulation, from which conclusions are drawn on various effective supporting strategies for learners with learning difficulties. Two teachers in each school, making four altogether, are purposeful selected with sample criterion. Data were collected with semi-standardised-open-ended interview, and were analysed with Hermenuetics approach. The perspectives procured from the theories of Zone of Proximal Development and Scaffolding, which have been critically analysed in the literature review, was utilised in the...en_US
uk.file-availabilityV
uk.publication.placePrahacs_CZ
uk.grantorUniverzita Karlova, Pedagogická fakulta, Katedra speciální pedagogikycs_CZ


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