The article examines the experiences of Czech English language teachers, who teach at least one pupil with visual impairment. The article is structured in two parts. The first part outlines the general considerations and strategies for teaching foreign lan- guage pupils with visual impairment. In the second part, an analysis of the interviews with selected teachers is presented. These interviews focus on the preparation of the teachers to teach those pupils and the support a school or other subjects provide them. The interview analysis also explores the challenges and obstacles teachers encounter both during lessons and outside the classroom. The primary objective of this study is to assess whether Czech English language teachers are adequately prepared to teach students with visual impairments and whether they receive appropriate support for doing so. A secondary aim is to identify potential obstacles faced by both teachers and students with visual impairments.
This paper is devoted to the social perception of university students with visual impairment by their non-disabled classmates and lecturers. Initially, we will briefly introduce a few definitions of visual impairment, the legislative framework access to higher education for people with disabilities, and the services provided by university support centres. Then, we will continue with a qualitative study conducted among students with VI at Czech universities. The data were collected through semi-structured interviews, in which four respondents with VI answered research questions regarding how they are perceived by their non-disabled classmates and lecturers. The study originates from the bachelor’s thesis of the author of this paper.
Musculoskeletal dysfunctions are often the cause of pain and, if prolonged, cause demonstrable morphological changes that trigger central changes that can be identified and effectively influenced. It is essential that dysfunction appears as both a cause and a consequence of the morphological disorders of the musculoskeletal system. The occurrence of musculoskeletal dysfunction as well as disorders is typical for people with sensory impairments. People with visual impairments suffer from specific problems with walking and standing, which are described in this paper
The transformative power of theatre has long been recognized as a tool for social change and personal empowerment. This article examines the work of Divadlo bez domova (Theatre With No Home), a unique Slovak theatre, with a focus on the A.N.T.Y.G.O.N.E. methodology. Theatre creators have adapted the classic Greek tragedy, drawing from its central plot, and through various theatrical techniques, have given a voice to marginalized groups often unheard in society—homeless individuals, people with psychiatric diagnoses or physical disabilities, former prisoners and other disadvantaged people. The article analyzes the theoretical foundations of dramatherapy, emphasizing themes of identity, power, catharsis, and other phenomena from Greek culture (e. g., kalokagathia), while exploring how the A.N.T.Y.G.O.N.E. methodology integrates storytelling, mask-making, and diverse theatrical and artistic approaches (e. g., glossolalia and rhythm) to foster creative expression. Additionally, it presents a case study of Antigone according to Sophocles and Others the production developed by Divadlo bez domova, highlighting their role in reflecting contemporary social realities. The discussion underscores the impact of this work on participants and audiences, offering recommendations for professionals in theatre, dramatherapy, and education.
This study focused on the relationship between emerging didactical strategies and delivery of quality education service to students with learning disabilities in Cross River State, Nigeria. It adopted quantitative methodology and descriptive survey as the design. The population consist of all stakeholders with bias in learning disabilities in the state with 61 participants purposively sampled for the study, two null hypotheses were formulated to guide the study. A 20 item self-developed and validated questionnaire of 4 points Likert scale titled; Delivery of quality Education Service (QDES) was used for data collection. Data were statistically analyzed using Pearson Product Moment Cor- relation Analysis at 0.05 level of significance with assistance of SPSS software. Findings indicate strong positive relationship between the variables, this means that, ICT-tools and instructional accommodations are essential to the provision of quality education service to students with learning disabilities. It was recommended among others that, ICT-tools and instructional accommodations should compulsorily be an integral part of educational plan for these learners, the capacity of teachers and learners should be upgraded to meet the emerging realities of the 21st century education system and finally, policy and legislative frame work should support practical use of these strategies to improve and sustain quality service delivery in schools
The article focuses on the evaluation of therapeutic and therapeutic-formative approaches from the perspective of patients in the psychiatric departments (of the Military Hospital Olomouc and the Psychiatric Hospital Kroměříž). The research examines the effectiveness and emotional dimension of these approaches in the treatment process, specifically among patients with substance addiction (drug, alcohol, or combined). The study aims to understand how patients subjectively evaluate selected therapeutic interventions, including drama therapy, medication, psychotherapy group, self-directed therapeutic community, and daily regimen. The primary objective of the research is to assess the significance and effectiveness of drama therapy intervention in comparison to selected therapeutic interventions and modalities. To achieve this, the semantic differential method was employed as the key data collection tool. Data analysis and evaluation of results were conducted using statistical analysis (ANOVA)
This article examines the potential of virtual reality (VR) as an educational tool for enhancing social skills in children with autism spectrum disorder (ASD). By synthesizing findings from a comprehensive review of recent studies, it highlights the effectiveness of immersive VR environments in reducing anxiety, improving communication, and fostering meaningful social interactions. The analysis includes a comparison of various approaches, such as the use of collaborative virtual environments, social stories, and avatar-based simulations, to identify best practices in leveraging VR for social skills development. Despite its promising benefits, the article addresses key limitations, including the need for repeated training, high implementation costs, and the lack of longitudinal studies. Recommendations are provided for future research and practical applications, emphasizing the role of VR as a bridge between theoretical insights and real-world practice in supporting individuals with ASD.
