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National sign languages, encompassing Czech Sign Language, are natural language systems and as such have typical properties of full-fledged natural languages. Linguistics dedicated to elucidating languages employs an array of methods and procedures for systematic investigation. Within this expansive domain, the subfield of quantitative linguistics defines specific linguistic laws, whose validity is subsequently verified. One of the quantitative laws observed in languages is Menzerath–Altmann law, which defines the relationship between hierarchical levels of language. This article endeavours to expound upon the conclusions of experiments aimed at verifying validity of this law, specifically on utterances in Czech Sign Language. It should be emphasized that this is the pioneering study representing the attempt to apply quantitative linguistic laws to a language other than spoken language. The results disseminated in the paper show that while the validity of Menzerath–Altmann law has been proven at higher hierarchical levels, at levels lower than sign, a revision of the hitherto considered hierarchical structure is necessary. [ABSTRACT FROM AUTHOR]

The main topic of the paper is the possibilities of higher education in sign language in the Czech Republic, Australia, and New Zealand. The primary focus is on introducing all the universities and the courses offered, with an emphasis also on presenting the most significant differences in the organisation of teaching. In the introduction, important aspects influencing the shape of tertiary education in the respective countries are mentioned, including the historical development of deaf education, the emergence and development of sign languages and national legislation, deaf education today, and the education systems of the Czech Republic, Australia, and New Zealand. The text focuses mainly on the differences in the national qualification frameworks, credit systems, university offerings, and the organisation of teaching in different disciplines. None of the fields of study that are analysed omits the interpretation of linguistic, cultural, or historical characteristics of sign languages, and theoretical teaching is complemented by work experience in various institutions and educational establishments. On the basis of these facts, it can be concluded that, despite the differences in the organisation of the studies, the disciplines in focus are comparable in content and scope. Finally, the concept of peer learning support, which is not yet implemented at Czech universities, is presented. [ABSTRACT FROM AUTHOR]

In the last two decades, there has been a significant increase in the number of teaching assistants, as well as in the numbers of research papers focused on their work; however, the topic of teaching assistants working with socially disadvantaged students, who represent a very important student group in terms of numbers, has still not been very well explored. This study therefore focused on (1) the frequency of use and (2) the evaluation of the importance of partial areas of the teaching assistantsʼ work in supporting the education of socially disadvantaged students. The research was carried out through online questionnaires, involving 115 pedagogical staff members from schools with an above-average representation of socially disadvantaged students. In particular, the following areas of teaching assistantsʼ practice proved to be important as well as often used: (a) supporting students in acquiring social competencies and adapting to the school environment, (b) supporting students in preparing for teaching, (c) interventions in student behaviour, and (d) supporting students via tutoring. Th e respondents from schools where socially disadvantaged students makeup the majority of the student population then further emphasised the involvement of assistants in organising leisure activities for students and in communication with studentsʼ parents in the out-of-school environment. In conclusion, many different roles of teaching assistants are proved to be very important parts of the overall educational support provided to socially disadvantaged students. [ABSTRACT FROM AUTHOR]

The inclusion of pupils with special needs into the mainstream school system is one of the key developments in the Czech school system. However, the evident unpreparedness of teachers for this situation represents a fundamental threat to the realisation of this aim. It is especially apparent in certain subjects where no specific field support for the realisation of inclusion in ordinary school reality exists. Czech language instruction is no exception in this respect. The paper analyses teachers’ needs in connection with teaching pupils with special educational needs, with special respect to the didactic reconstruction of content. It appears that in the case of traditional language teaching it is even more difficult as there is a need not only to alter the way content is didactically transformed, but also for the selection of content as such. The text demonstrates that these needs cannot be saturated by educational interventions that are developed in isolation in the field of special education, but must be developed directly in the field of the didactics of the Czech language. This is the only way of securing the expert adequacy of these interventions. [ABSTRACT FROM AUTHOR]

Th e COVID-19 pandemic has aff ected our entire society, and children's homes are no exception. Th e aim of this paper is to inform the professional public about the changes in the educational process in the Klánovice Children's Home caused by the epidemiological situation. We chose qualitative research methods, the information provided by interviews, long-term observation, and analysis of pedagogical documentation. Our fi ndings revealed a wide range of challenges to which all participants in the educational process, children and teaching staff, were exposed during distance education. In the discussion of the results, we will try to suggest practical measures that could be applied not only in future crisis situations but also in the normal operation of a school facility for the provision of institutional education. [ABSTRACT FROM AUTHOR]

The paper deals with the self-concept of school success of children aged 10-15 who are placed in a children’s home as part of their being ordered to undergo institutional education. The research was performed with a standardized test, Self-concept of School Success of Children (SPAS). We implemented the research plan on a sample of 109 selected respondents. The article reflects key aspects related to this research. [ABSTRACT FROM AUTHOR]

While the connection of certain areas of special-needs education and theoretical linguistics seems logical and mutually benefi cial both from a theoretical and methodological and an applied point of view, communication between the disciplines is far from common not only in the context of Czechia. In this paper, I introduce usage-based linguistics and discuss its potential benefi ts for research and practice in special-needs education on the example of aphasiology. Usage-based linguistics argues that linguistic knowledge grows directly out of linguistic experience which in turn is represented by language use. I analyze a case of paragrammatic expression of number and gender and case agreement to demonstrate the way usage-based linguistics approaches language data, and the potential benefi ts of this framework for applied linguistics [ABSTRACT FROM AUTHOR]

While the connection of certain areas of special-needs education and theoretical linguistics seems logical and mutually beneficial both from a theoretical and methodological and an applied point of view, communication between the disciplines is far from common not only in the context of Czechia. In this paper, I introduce usage-based linguistics and discuss its potential benefi ts for research and practice in special-needs education on the example of aphasiology. Usage-based linguistics argues that linguistic knowledge grows directly out of linguistic experience which in turn is represented by language use. I analyze a case of paragrammatic expression of number and gender and case agreement to demonstrate the way usage-based linguistics approaches language data, and the potential benefi ts of this framework for applied linguistics. [ABSTRACT FROM AUTHOR]

The main aim of the paper is to identify predictors of social participation respectively factors that could determine advance the quality of social participation of children with cerebral palsy (CP), in the primary school environment in the Czech Republic. The research study that will be presented determined predictors of participation of pupils in six diff erent school situations in which they faces at school. According to the information available, this is the first ever study in the Czech Republic conducted in elementary schools, which identify predictors of social participation of pupils with CP, using a research tool The School Function Assessment (SFA). The study includes the children with cerebral palsy (n = 75) in the Czech Republic, aged between six and twelve years who attend mainstream or special primary schools. It was also considered the type of damage assessed according to a scale the Gross Motor Function Classification System (GMFCS), five-level classification system for cerebral palsy. The results show that important indicators of social participation of children with cerebral palsy in primary schools are: gross motor function level students (estimated by GMFCS), ability of expressive speech and intellectual abilities (partiulary cognitive-behavioral activities). [ABSTRACT FROM AUTHOR]

This paper describes the background and current conditions of pre-primary education for children with mental disabilities in Slovakia. The aim of a quantitative investigation was to identify the specific features of pre-primary education for children with intellectual disabilities in terms of praxeology. A questionnaire for teachers of special kindergarten for children with developmental disabilities and special classes for children with mental disabilities has been a major research tool. The results provide a quantitative analysis of research data and knowledge about the specifics of pre-primary education of children with intellectual disabilities in Slovakia. [ABSTRACT FROM AUTHOR]