| Abstract [eng] |
In this Master‘s Thesis, psychological educational (self-) training factors of students with learning disabilities have been analysed. The aim of the research has been to reveal psychological educational characterisation peculiarities of a student with learning disabilities. The following methods have been used in this research: sociometric investigation and interview with (self-) training members (students, teachers, parents, professionals). 33 second to fifth grade students with learning disabilities and their 287 classmates from an X region have participated in the sociometric research. The same thirty- tree students with learning disabilities, 23 parents, 22 teachers, and 13 professionals have given the interview. The following most important conclusions of the empirical part have been drawn: 1. Sociometric investigation has revealed that the status of the students with learning disabilities is sufficiently high and diverse in their classrooms: almost half of the respondents belonged to the group of favourites; more than a half became unpopular, but accepted. The motives of positive and negative choices referable to positive and negative personal features and acceptable and non- acceptable behaviour have been identified. 2. Positive psychological educational (self-) training factors of the students with learning disabilities indicated by various training members have been disclosed with the help of interview content analysis. A friendly classroom, success outside the learning activities, recognition of their own learning strengths, benevolent help from their teachers and classmates during lessons, and help of their parents while doing their homework have been important to such students. For teachers, professionals, and parents, the most important have been the child’s efforts to learn. The individual help benefit has also been singled out by them. |
