| Abstract [eng] |
In the Master Thesis, the theoretical analysis of educational cooperation between professionals and parents of children with special needs was performed. The initial hypothesis was that in the physical education process, parents are perceived as equal partners. The survey was carried out based on a questionnaire, the purpose of which was to investigate the presence of cooperation between parents and the movement correction teacher/kinesis therapist during education of children with special needs. Statistical data analysis was performed (descriptive analysis of incidence and percentage). 83 parents of children with special needs took part in the survey. The scope of the empirical part: identification of parent participation in the physical education process of the child; making clear the opinion of parents on movement correction teacher‘s/kinesis therapist’s work organization; evaluation of professional attention paid to their child with special needs and to his or her physical education. The main conclusions of the empirical analysis are: 1. The results of the survey have shown that most often, working together with parents, professionals make individual educational programs for each child with special needs according to the needs of each and every child. 2. Most of the parents see their child‘s movement correction teacher/kinesis therapist once per month. Parents are introduced to the movement function development techniques, which is well received. Physical activity lessons for children with special needs usually take place 3 times per week. 3. Besides developing fine motor skills, coordination and balance, the professional also promotes proper behaviour, teaches communication and group work skills. It is apparent that the professional‘s work is mainly connected to play: if the child is disposed to playing, it is through play that the child primarily and most easily gets to know his or her environment. 4. Professionals and parents are equal partners of the team (the parents – the child – the movement correction teacher), when any decisions are made concerning physical education of the child. Most parents receive and make use of the recommendations for succession to be applied at home. Parents appreciate the work done by the movement correction teacher/kinesis therapist professional in such institutions. 5. The hypothesis that parents are perceived as equal partners in the physical education process has proven out; since such an attitude has a positive effect on physical education results, professionals and parents should work as a team. |
