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dc.contributor.advisorStará, Jana
dc.creatorJorgic, Natasa
dc.date.accessioned2018-01-24T09:18:50Z
dc.date.available2018-01-24T09:18:50Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/20.500.11956/94327
dc.description.abstractThe study objective was to explore collaborative practice among professional for the promotion of inclusive education in primary school. The qualitative study was conducted in the domain of inclusion of pupils with special educational needs (SEN) and pupils with diverse cultural background in primary schools in the Czech Republic. The semi-structured interviews were conveyed with five participants in two schools, in a village and a suburban area, in the Czech Republic. The study participants differed in terms of their profession and experience in education. The interviews were conducted in English. The research sample was small to make generalisation. Nevertheless, the goal of the research was to understand particulars rather than making claims of the general. The study revealed that collaborative approach among school professionals is considered as a way for the improvement of inclusive education in primary school. In addition, school leaders can influence the school culture, promotion of the professional development, as well the inclusive practices in their schools. Joint planning and shared work can play a significant role in promotion of inclusion, not only in schools but in the society in general. All children, regardless to their needs, have right to be educated. The outcome depends on...en_US
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleCollaboration for the promotion of inclusive education in primary school in the Czech Republicen_US
dc.typediplomová prácecs_CZ
dcterms.created2015
dcterms.dateAccepted2015-12-21
dc.description.departmentKatedra speciální pedagogikycs_CZ
dc.description.facultyPedagogická fakultacs_CZ
dc.description.facultyFaculty of Educationen_US
dc.identifier.repId182271
dc.contributor.refereeFelcmanová, Lenka
dc.identifier.aleph002103792
thesis.degree.nameMgr.
thesis.degree.levelnavazující magisterskécs_CZ
thesis.degree.discipline-en_US
thesis.degree.discipline-cs_CZ
thesis.degree.programErasmus Mundus - Special Education Needsen_US
thesis.degree.programErasmus Mundus - Speciální pedagogikacs_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 study objective was to explore collaborative practice among professional for the promotion of inclusive education in primary school. The qualitative study was conducted in the domain of inclusion of pupils with special educational needs (SEN) and pupils with diverse cultural background in primary schools in the Czech Republic. The semi-structured interviews were conveyed with five participants in two schools, in a village and a suburban area, in the Czech Republic. The study participants differed in terms of their profession and experience in education. The interviews were conducted in English. The research sample was small to make generalisation. Nevertheless, the goal of the research was to understand particulars rather than making claims of the general. The study revealed that collaborative approach among school professionals is considered as a way for the improvement of inclusive education in primary school. In addition, school leaders can influence the school culture, promotion of the professional development, as well the inclusive practices in their schools. Joint planning and shared work can play a significant role in promotion of inclusion, not only in schools but in the society in general. All children, regardless to their needs, have right to be educated. The outcome depends on...en_US
uk.file-availabilityV
uk.publication-placePrahacs_CZ
uk.grantorUniverzita Karlova, Pedagogická fakulta, Katedra speciální pedagogikycs_CZ


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