Scholarly record
THE USE OF ACTIVE TEACHING METHODS AMONG PUPILS WITH LEARNING DISABILITIES IN PRACTICAL SCHOOLS
Abstract
The objective of the present paper is to introduce selected active teaching methods (ATMs) used among pupils with intellectual disability in two-year practical schools. In this qualitative research study, the authors used selected ATMs in the teaching process (by means of observation and audio-visual recording). The methods were used in a specific subject to build on, develop and deepen the current learning content. The following ATMs were used: discussion; heuristic teaching method; situational and role-play method, and didactic game. Then the findings were analysed using the contrast and comparison approach. They were discussed in terms of practical recommendations including both selected ATMs and their applicability among the target group of pupils, and possible modifications. An indisputable advantage of the use of ATMs is pupils active and motivated approach to assignments. On the other hand, the authors consider the application of these methods difficult in terms of time consuming preparation and practical limitations in the use among learners with impaired cognitive development.
Publication Impact Profile
- Captures
- Mendeley - Readers: 1
Publication details
References12
Maňák, J., Švec, V. (2003). Výukové metody. Brno: Paido, 223pp. ISBN 80-7315-039-5.
Kotrba, T., Lacina, L. (2015). Aktivizační metody ve výuce. Příručka moderního pedagoga, 3rd ed. Brno: Barrister & Principal, 185pp. ISBN 978-80-7485-043-1.
Jeřábek, J., Krčková, S., Tupý, J. et al. (2009). Rámcový vzdělávací program pro obor vzdělání praktická škola dvouletá (78–62–C/02). VÚP. Retrieved on June 5, 2019. (http://www.msmt.cz/vzdelavani/socialni-programy/rvp-pro-oborvzdelaniprakticka skola-jednoleta-a-dvouleta).
Vališová, A., Kasíková, H. (2011). Pedagogika pro učitele: podoby vyučování a třídní management, osobnost učitele a jeho autorita, inovace ve výuce, klíčové kompetence ve vzdělávání, práce s informačními prameny, pedagogická diagnostika. 2nd ed. Praha: Grada, 456pp. ISBN 978-80-247-3357-9.
Kalhous, Z., Obst, O. (2009) Školní didaktika. 2nd ed. Praha: Portál, 447pp. ISBN 80-717-8253-X.
Pecina, P., Zormanová, L. (2009). Metody a formy aktivní práce žáků v teorii a praxi. Brno: MU, 147pp. ISBN 978-80-2104-834-8.
Průcha, J., Walterová, E., Mareš, J. (2013). Pedagogický slovník. 7th ed. Praha: Portál, 400pp. ISBN 978-80-262-0403-9.
Švarcová-Slabinová, I. (2006) Mentální retardace: vzdělávání, výchova, sociální péče. 3rd ed. Praha: Portál. 198pp. ISBN 80-7367-060-7.
Valenta, M. et al. (2013). Psychopedie: teoretické základy a metodika. 5th ed. Praha: Parta. 495pp. ISBN 978-80-7320-187-6.
Vágnerová, M. (2012). Psychopatologie pro pomáhající profese. 5th ed. Praha: Portál, 870pp. ISBN 978-80-262-0225-7.
Miovský, M. (2006). Kvalitativní přístup a metody v psychologickém výzkumu. 1st ed. Praha: Grada, 332pp. ISBN 80-247-1362-4.
Valenta, M., Mikláš, M., Maštalíř, J. (2009). Možnosti využití dramaterapie při práci s žáky v ZŠ speciální. NÚV: IPPP. ISBN 978-80-86856-59-9.
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.
