Special needs teachers and their perspective of inclusive
education. EDULEARN22 Proceedings.

D 2022

Special needs teachers and their perspective of inclusive education. EDULEARN22 Proceedings.

HORMANDLOVÁ, Tereza; Tomáš ČECH a Simona DOBEŠOVÁ CAKIRPALOGLU

Základní údaje

Originální název

Special needs teachers and their perspective of inclusive education. EDULEARN22 Proceedings.

Autoři

HORMANDLOVÁ, Tereza ; Tomáš ČECH a Simona DOBEŠOVÁ CAKIRPALOGLU

Vydání

Madrid, EDULEARN22 Proceedings, od s. 6359-6362, 4 s. 2022

Nakladatel

International Association of Technology, Education and Development (IATED)

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Stát vydavatele

Španělsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

ISBN

978-84-09-42484-9

ISSN

DOI

https://doi.org/10.21125/edulearn.2022.1504

Klíčová slova česky

školní speciální pedagog, inkluze, rovné příležitosti ve vzdělávání, kvalitativní výzkum, zakotvená teorie

Klíčová slova anglicky

school-based special needs teacher, inclusion, equal educational opportunities, qualitative research, grounded theory

Změněno: 5. 2. 2024 14:11, Mgr. et Mgr. Tereza Hormandlová, Ph.D.

Anotace

V originále

Inclusive education can be considered a trend in developed societies, as is the case in the Czech educational environment. A significant benefit is the introduction of the profession of a school-based special needs teacher which was introduced in Czech schools by the legislative changes in 2005. Their task has been to support the successful inclusion of children with special educational needs into mainstream education and provide support to teachers, children and their parents. The aim of the research was to find out how school-based special needs teachers evaluate the inclusion efforts in Czech education and to examine the specifics of the new profession of special needs teachers whose role is to support inclusive education and equal opportunities. The research was of a qualitative nature; the research instruments were semi-structured interviews conducted with six special needs teachers. The data obtained were analysed by means of the grounded theory approach.

Citovat

HORMANDLOVÁ, Tereza; Tomáš ČECH a Simona DOBEŠOVÁ CAKIRPALOGLU. Special needs teachers and their perspective of inclusive education. EDULEARN22 Proceedings. In EDULEARN22 Proceedings. Madrid: International Association of Technology, Education and Development (IATED), 2022, s. 6359-6362. ISBN 978-84-09-42484-9. Dostupné z: https://doi.org/10.21125/edulearn.2022.1504.

@inproceedings{2370497,
   author = {Hormandlová, Tereza and Čech, Tomáš and Dobešová Cakirpaloglu, Simona},
   address = {Madrid},
   booktitle = {EDULEARN22 Proceedings},
   doi = {https://doi.org/10.21125/edulearn.2022.1504},
   keywords = {school-based special needs teacher, inclusion, equal educational opportunities, qualitative research, grounded theory},
   language = {eng},
   location = {Madrid},
   isbn = {978-84-09-42484-9},
   pages = {6359-6362},
   publisher = {International Association of Technology, Education and Development (IATED)},
   title = {Special needs teachers and their perspective of inclusive education. EDULEARN22 Proceedings.},
   url = {https://library.iated.org/view/HORMANDLOVA2022SPE},
   year = {2022}
}

TY  - CONF
ID  - 2370497
AU  - Hormandlová, Tereza - Čech, Tomáš - Dobešová Cakirpaloglu, Simona
PY  - 2022
TI  - Special needs teachers and their perspective of inclusive education. EDULEARN22 Proceedings.
PB  - International Association of Technology, Education and Development (IATED)
CY  - Madrid
SN  - 9788409424849
KW  - school-based special needs teacher, inclusion, equal educational opportunities, qualitative research, grounded theory
UR  - https://library.iated.org/view/HORMANDLOVA2022SPE
N2  - Inclusive education can be considered a trend in developed societies, as is the case in the Czech educational environment. A significant benefit is the introduction of the profession of a school-based special needs teacher which was introduced in Czech schools by the legislative changes in 2005. Their task has been to support the successful inclusion of children with special educational needs into mainstream education and provide support to teachers, children and their parents. The aim of the research was to find out how school-based special needs teachers evaluate the inclusion efforts in Czech education and to examine the specifics of the new profession of special needs teachers whose role is to support inclusive education and equal opportunities. The research was of a qualitative nature; the research instruments were semi-structured interviews conducted with six special needs teachers. The data obtained were analysed by means of the grounded theory approach.
ER  -

HORMANDLOVÁ, Tereza; Tomáš ČECH a Simona DOBEŠOVÁ CAKIRPALOGLU. Special needs teachers and their perspective of inclusive education. EDULEARN22 Proceedings. In \textit{EDULEARN22 Proceedings}. Madrid: International Association of Technology, Education and Development (IATED), 2022, s.~6359-6362. ISBN~978-84-09-42484-9. Dostupné z: https://doi.org/10.21125/edulearn.2022.1504.

Přehled o publikaci