Modely interakce mezi učitelem a žákem s kombinovaným postižením

Abstract

Tématem příspěvku je představení specifik interakce mezi učiteli a žáky s těžkým kom- binovaným postižením. Tato specifika jsou prezentována ze dvou odlišných hledisek, které autor označuje jako vertikální a horizontální pojetí interakce. Z hlediska vertikálního pojetí se jedná o průřez interakce a její analýzu v daném okamžiku. Z hlediska horizontálního pojetí je interakce analyzována jako proces probíhající v čase. Tento popis specifik vznikl na základě výzkumných šetření autora, realizovaných u žáků s těžkým kombinovaným postižením a jejich učitelů, jejichž cíle, metodika a vybrané výstupy jsou v příspěvku představeny. Získaná data jsou zde využita pro návrhy doporučení týkajících se pedagogické dokumentace i praktické realizace výukových situací.

This article is concerned with the process of interaction between teachers and pupils with a severe degree of combined disability. The introduction summarises the specific severe functional limitations that characterise a severe degree of combined disability and its impact on the process of interaction and communication in the context of education. The term “combined disability” is also defined. The second section presents the methodology of the research survey con- ducted by the author in this field. The main and secondary goals of the survey are set out. The main goal was to identify which categories in re- lation to the educational process are relevant for description of the inter- action between the teacher and the pupil with severe combined disability, and to analyse the relationships between these categories in the context of interaction and its development over time. This section also contains a characterisation of the research sample and the criteria for including pupils and teachers in the research sample. The next section describes the methods of data gathering and analysis. The data gathering comprised observation of the interactions of four pupils and four teachers (4 video recordings 20-46 minutes in length and par- ticipant observation by the researchers in the course of school teaching), semi-structured interviews with 45 teachers and analysis of pedagogic do- cumentation in the form of 30 individual educational plans and 30 verbal assessments on pupils’ school reports. The data was analysed using open, axial and selective coding according to a method grounded in theory. This procedure made it possible to create theoretical models for the description of interaction from a vertical and horizontal perspective. Here the vertical conception means the analysis of an interaction situation at a given moment, whereas the horizontal conception means following the course of interaction. A separate section deals with critical questions of the validity of the methods and course of the research. It contains selected conclusions from triangulation conducted at the level relating to the gathering and nature of the data, the research sample, analysis and interpretation of the data and role of the researcher in the course of the research. This section also contains some of the author’s reflections on his own experience and attitudes during the survey.The data obtained are used here as the basis for proposals for recommendations concerning pedagogic documentation, the practical realisation of teaching situations and themes for future research projects