The educational process of pupil with
impaired communication ability in
primary school
PhDr. Veronika Girglová
Veronika Girglová
My course description
 University, faculty:
Masaryk University,
Faculty of education
Doctoral degree programme:
Special Pedagogy
 Field of study
Special Pedagogy - Education of impaired communication
ability
field of speech therapy and communication disorders
Veronika Girglová
Theoretical background
 integration of pupils with special
educational needs into mainstream
 integration of pupils with impaired
communication ability on 1 degree
 inclusive environment in the 1st level of
primary schools
Veronika Girglová
Methodology
 Research methods
– qualitative research
 Interview
– quantitative research
 Questionnaire
The practical part focuses on the quantitative research.
Which will be realized by means of the questionnaire. We will
inquire into primary schools with integrated pupils with impaired
communication ability.
Veronika Girglová
Methodology
 Thesis structure
– Theoretical Part
 The problems definition
 Formulation of the hypotheses
 Research tasks
 Current situation
– Empirical part
– Pre-research
– Research
 Processing of the results
 Interpretation of the results
Veronika Girglová
Objectives of research survey
 Analyze the number of integrated pupils
with impaired communication ability in
mainstream
 Alysis of the education process of pupils
with special educational needs/impaired
communication ability
Veronika Girglová
 to approximate problems of education of pupils with
special educational needs (impeired communication
ability)
 learning pupils with impaired communication
abilities at an early school age
 specifics of teaching pupils with impaired
communication abilities at primary schools in
accordance to the Framework Educational Programme
 the aim of the theoretical part is to find out as
much informations as is possible
 about problematics of learning pupils with
developmental dysphasia
Aims
Veronika Girglová
Thesis outcome
 to verify the influence of learning
process of pupils impaired
communication ability/pupils with
developmental dysphasia
 it should also clarify the teaching
methods in learning proces of pupils
with impaired communication ability