Využití analyticko - intervenční metody v nízkoprahovém zařízení pro děti a mládež
Using analytical - intervention methods in Low - Threshold establishment for children and youth
rigorous thesis (DEFENDED)
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Permanent link
http://hdl.handle.net/20.500.11956/21818Identifiers
Study Information System: 81670
Collections
- Kvalifikační práce [19160]
Faculty / Institute
Faculty of Education
Discipline
Special Education
Department
Information is unavailable
Date of defense
10. 9. 2009
Publisher
Univerzita Karlova, Pedagogická fakultaLanguage
Czech
Grade
Pass
The topic of this work is the application of the group programme PROSLUCH for preschool children, which deals with auditory perception component areas stimulation within individual conditions, and it's use as a part of afternoon activity of children at nursery schools. The theoretical section defines the auditory perception as a set of sub skills, and it describes the areas that can be included in auditory perception. It also concerns the auditory perception diagnostics, the description of the auditory perception difficulties, and the question of re-education. Within this section also a training programme for pedagogical staff is mentioned. The practical section describes the PROSLUCH programme in more detail. The gained data are compared, and the findings are analysed. The outcome of the work is the countercheck, and the application of the mentioned programme in the individual form, and also the possibility of integrating the programme into school education programmes.
The topic of this work is the application of the group programme PROSLUCH for preschool children, which deals with auditory perception component areas stimulation within individual conditions, and it's use as a part of afternoon activity of children at nursery schools. The theoretical section defines the auditory perception as a set of sub skills, and it describes the areas that can be included in auditory perception. It also concerns the auditory perception diagnostics, the description of the auditory perception difficulties, and the question of re-education. Within this section also a training programme for pedagogical staff is mentioned. The practical section describes the PROSLUCH programme in more detail. The gained data are compared, and the findings are analysed. The outcome of the work is the countercheck, and the application of the mentioned programme in the individual form, and also the possibility of integrating the programme into school education programmes.