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Emotional and Social Needs of Integrated Disabled Students in Secondary School Environment

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dc.title Emotional and Social Needs of Integrated Disabled Students in Secondary School Environment en
dc.contributor.author Hanková, Magdalena
dc.contributor.author Vávrová, Soňa
dc.relation.ispartof Procedia - Social and Behavioral Sciences
dc.identifier.issn 1877-0428 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
utb.relation.volume 217
dc.citation.spage 229
dc.citation.epage 238
dc.event.title Future Academy Multidisciplinary Conference (ICEEPSY)
dc.event.location Istanbul
utb.event.state-en Turkey
utb.event.state-cs Turecko
dc.event.sdate 2015-10-13
dc.event.edate 2015-10-17
dc.type conferenceObject
dc.language.iso en
dc.publisher Elsevier Science BV
dc.identifier.doi 10.1016/j.sbspro.2016.02.073
dc.relation.uri https://www.sciencedirect.com/science/article/pii/S1877042816000987
dc.subject Physical Disability en
dc.subject Emotions en
dc.subject Relationships en
dc.subject Inclusion en
dc.subject IPA en
dc.description.abstract The paper deals with emotional and social needs of integrated disabled pupils in the secondary school environment. The authors focused on the perception of emotional and social needs of pupils with physical disabilities who were individually integrated into a standard secondary school five years ago at the latest. The aim of the research was to determine how graduates with physical disabilities reflect on their emotional and social needs and their fulfillment in the secondary school environment. Its purpose was also to reveal how the participants describe their position within the school class. With regard to the research objectives, the authors decided for a qualitative research strategy using semi-structured interviews and an interpretative phenomenological analysis. The results showed that the emotions of the informants are mainly determined by their insufficiently fulfilled social needs. The graduates intensely experienced distrust of their classmates, but also a certain initial reluctance of the teachers to accept their specific needs. This stemmed from the lack of interpersonal communication and cooperation and the lack of shared experiences in the school environment. (C) 2016 Published by Elsevier Ltd. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1006868
utb.identifier.obdid 43875542
utb.identifier.wok 000387478700029
utb.source d-wok
dc.date.accessioned 2017-02-28T15:11:36Z
dc.date.available 2017-02-28T15:11:36Z
dc.rights Attribution-NonCommercial-NoDerivs 4.0 International
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Hanková, Magdalena
utb.contributor.internalauthor Vávrová, Soňa
utb.fulltext.affiliation Magdalena Hanková a *, & Soňa Vávrová b a Research Centre of FHS, Faculty of Humanities, Tomas Bata University in Zlín, Mostní 5139, 760 01 Zlín, Czech Republic b Research Centre of FHS, Faculty of Humanities, Tomas Bata University in Zlín, Mostní 5139, 760 01 Zlín, Czech Republic * Corresponding author. Tel.: +420 576 037 404. E-mail address: hankova@fhs.utb.cz
utb.fulltext.dates -
utb.fulltext.sponsorship This article was based on the grant project IGA / FHS / 2015/002 Emotional and social needs of individually integrated pupils with physical disabilities in the secondary school environment.
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