DOI: 10.11118/978-80-7509-922-8-0187

POROVNÁNÍ POHLEDU ASISTENTŮ PEDAGOGA A ŠKOLNÍCH PORADENSKÝCH ZAŘÍZENÍ NA INDIVIDUALIZACI VÝUKY U ŽÁKŮ S DIAGNÓZOU PORUCHY POZORNOSTI A HYPERAKTIVITY (ADHD)

Petra Ryšková, Martin Pírko

The paper describes a qualitative research probe concerning the individualization of teaching from the perspective of teaching assistants in comparison with the recommendations of school counselling Pedagocentres for pupils with a diagnosis of attention deficit hyperactivity disorder (ADHD). The aim of the research was to describe the methods of individualization, and the possible correspondences and differences between the recommendations of school counselling centres and the actually applied methods of individualization from the perspective of teaching assistants (as they describe it in their class register notes). The research investigation, carried out using the thematic analysis method, shows that both teaching assistants and school counselling centres emphasise methods for maintaining pupils’ attention when working independently. In contrast, the recommendations of the school counselling centres often focused on increased time allocation, increased feedback and working with materials, but these areas were not much used from the point of view of the teaching assistants.

Keywords: teaching assistant, school counselling centre, attention deficit hyperactivity disorder, individualisation of teaching, support measures, special educational needs

pages: 187-194, online: 2023