| Abstract [eng] |
The final master thesis analyses learning strategies of inclusion teachers’ use in the lesson. A theoretical, hypothetical model of learning strategies that ensure inclusive education based on theory analysis was made. The research, which goal was to educe learning strategies of inclusion teachers’ use in the lesson was made on September – October, 2016. Interview data obtained using quantitative content analysis. The main conclusions of a research: 1) When education is planned it is important to have a new and high quality approach to learning and teaching, clear objectives, the substantive content of the curriculum in every field of perception, rebalancing of the curriculum. 2) There are three main levels of learning strategies of inclusion: level of general school strategies, level of learning/teaching strategies used in class, level of individual teaching/learning strategies. 3) According to teachers experience it is important to consider the differences of children needs, find interesting and relevant tasks while planning the lesson. 4) The connection was noticed in theoretical, hypothetical model in cooperative learning, activation of children and differentiation of the curriculum. 5) As a criterion of successful lesson teachers named a successful differentiation of tasks, emotional satisfaction of students in lesson, interesting tasks, teachers’ ability to improvise and teaching based on students experience and interests. 6) The difficulties of lesson planning teachers connect with problems that students make, external factors and rarely search for a reason in their own actions. 7) Teachers' experiences, educating children with SEN are quite negative. |
