Postoje pedagogů k inkluzivnímu vzdělávání žáků s chronickým onemocněním
Teachers‘ attitudes towards inclusive education of pupils with chronic diseases

Summary/Abstract: Paper presents analysis of documents evaluating behaviour of children in re-education settings. Based on the analysis of daily evaluation, the paper aims to identify qualitative degrees of positive and negative behaviour. The analysis of documents from 13 re-education centres focuses on methods and a scope of daily evaluation. The findings indicate content ambiguity in individual documents. A combination of verbal and point evaluation using positive and negative points prevails.The analysis revealed disparities in awarding points for behaviours that were defined in the same way, which shows certain specification in a staff approach. Daily evaluation serves as a source for weekly evaluation and a subsequent placement of children into groups with either rewards or loss of privileges.

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