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Secondary teachers' interventions in the class from the perspective of physically disabled students

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dc.title Secondary teachers' interventions in the class from the perspective of physically disabled students en
dc.contributor.author Hanková, Magdalena
dc.contributor.author Vávrová, Soňa
dc.relation.ispartof 9th International Conference on Education and New Learning Technologies (EDULEARN17)
dc.identifier.issn 2340-1117 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2017
dc.citation.spage 10249
dc.citation.epage 10258
dc.event.title 9th International Conference on Education and New Learning Technologies (EDULEARN)
dc.event.location Barcelona
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2017-07-03
dc.event.edate 2017-07-05
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED-Int Assoc Technology Education & Development
dc.subject Pedagogical intervention en
dc.subject teacher en
dc.subject student with physical disability en
dc.subject individual integration en
dc.description.abstract This qualitative paper deals with Czech secondary teachers' interventions in the class from the perspective of physically disabled students. The aim of the research based on semi-structured interviews was to identify how the sample of ten individually integrated graduates with physical disabilities retrospectively perceives teachers` pedagogical interventions connected with their presence in the regular class. The data analysed with the use of partial processes of situational analysis shows that teachers' pedagogical interventions are mainly addressed to integrated student and nondisabled classmates. In detail, the results clearly revealed that at the beginning the teachers showed distrust in abilities and knowledge of physically disabled students. The participants also mentioned that they were confronted with ridiculing and unwillingness to accept their specific educational needs by teachers. In contrast, some informants described their educators as committed, because an appropriate support built on interest in information connected with special educational needs and willingness to find alternative ways how to fulfil study requirements was provided to them during their secondary school attendance. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009456
utb.identifier.obdid 43877641
utb.identifier.wok 000493048105054
utb.source S-wok
dc.date.accessioned 2019-11-29T14:47:23Z
dc.date.available 2019-11-29T14:47:23Z
dc.description.sponsorship [IGA / FHS / 2015 / 002]
utb.contributor.internalauthor Hanková, Magdalena
utb.contributor.internalauthor Vávrová, Soňa
utb.fulltext.affiliation Magdalena Hanková, Soňa Vávrová Research Centre of FHS, Faculty of Humanities, Tomas Bata University in Zlín (CZECH REPUBLIC)
utb.fulltext.dates -
utb.wos.affiliation [Hankova, Magdalena; Vavrova, Sona] Tomas Bata Univ Zlin, Fac Humanities, Res Ctr FHS, Zlin, Czech Republic
utb.fulltext.projects IGA/FHS/2015/002
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Research Centre of FHS
utb.fulltext.ou Research Centre of FHS
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