mainstream
Dotaz
Zobrazit nápovědu
The article deals with the insights of pedagogues about the importance of the development of functional mathematical literacy for students having moderate special educational needs, the possibilities of the improvement of the education process of mathematics in senior heterogeneous classrooms of mainstream schools, where students with moderate special educational needs learn integratedly, have been discussed. 275 pedagogues have participated in the research: 151 teachers of mathematics from mainstream schools and 124 pedagogues from the Lithuanian vocational training centres and vocational schools who according to programmes of vocational education educate young people having moderate and severe special educational needs.
- MeSH
- dospělí MeSH
- integrovaná výuka * metody pracovní síly MeSH
- kooperační chování MeSH
- kurikulum MeSH
- lidé MeSH
- matematika * výchova MeSH
- mladiství MeSH
- odhad potřeb MeSH
- poruchy učení * diagnóza MeSH
- rodina MeSH
- školy pracovní síly MeSH
- speciální vzdělávání metody pracovní síly MeSH
- výzkumný projekt MeSH
- Check Tag
- dospělí MeSH
- lidé MeSH
- mladiství MeSH
Teleost fishes exhibit a breath-taking diversity of sex determination and differentiation mechanisms. They encompass at least nine sex chromosome systems with often low degree of differentiation, high rate of inter- and intra-specific variability, and frequent turnovers. Nevertheless, several mainly female heterogametic systems at an advanced stage of genetic differentiation and high evolutionary stability have been also found across teleosts, especially among Neotropical characiforms. In this study, we aim to characterize the ZZ/ZW sex chromosome system in representatives of the Triportheidae family (Triportheus auritus, Agoniates halecinus, and the basal-most species Lignobrycon myersi) and its sister clade Gasteropelecidae (Carnegiella strigata, Gasteropelecus levis, and Thoracocharax stellatus). We applied both conventional and molecular cytogenetic approaches including chromosomal mapping of 5S and 18S ribosomal DNA clusters, cross-species chromosome painting (Zoo-FISH) with sex chromosome-derived probes and comparative genomic hybridization (CGH). We identified the ZW sex chromosome system for the first time in A. halecinus and G. levis and also in C. strigata formerly reported to lack sex chromosomes. We also brought evidence for possible mechanisms underlying the sex chromosome differentiation, including inversions, repetitive DNA accumulation, and exchange of genetic material. Our Zoo-FISH experiments further strongly indicated that the ZW sex chromosomes of Triportheidae and Gasteropelecidae are homeologous, suggesting their origin before the split of these lineages (approx. 40-70 million years ago). Such extent of sex chromosome stability is almost exceptional in teleosts, and hence, these lineages afford a special opportunity to scrutinize unique evolutionary forces and pressures shaping sex chromosome evolution in fishes and vertebrates in general.
- MeSH
- Characiformes * genetika MeSH
- lidé MeSH
- malování chromozomů MeSH
- mapování chromozomů MeSH
- molekulární evoluce MeSH
- pohlavní chromozomy genetika MeSH
- srovnávací genomová hybridizace MeSH
- zvířata MeSH
- Check Tag
- lidé MeSH
- ženské pohlaví MeSH
- zvířata MeSH
- Publikační typ
- časopisecké články MeSH
- práce podpořená grantem MeSH
This paper reflects on the role of the English primary school Special Educational Needs Co-ordinator (SENCO) through a political perspective which explores how SENCOs function in their schools within an increasingly market-led Education system with its high-stakes national assessment regime and the growth of Academies and Free Schools which sit outside of Local Authority responsibility and influence. The concepts of ‘performativity’, ‘control’ and the SENCO as ‘leader’ are discussed.
The reinstatement and revision of abandoned therapeutic ventures of the past has been an integral part of medical research and advancement. In psychiatry, much interest was generated recently by emerging data on the use of faecal supplements for restoring the neurochemical balance in the brain, and on the ingestion of placenta to stabilize neural circuits disrupted by childbirth-related hormonal changes. Herein, we consider the emerging scientific evidence and socio-cultural prerequisites favouring the re-entry of these heterodox customs, which are reminiscent of widespread instinctive behaviours in wildlife, into modern healthcare. We explore their evolutionary background and adaptive significance, and consider mechanisms of therapeutic benefits. Finally, we reflect on emerging opportunities and challenges, which present clues towards better prevention and treatment of major neuropsychiatric disorders.
- MeSH
- duševní poruchy terapie MeSH
- kultura MeSH
- lidé MeSH
- mozek patofyziologie MeSH
- poskytování zdravotní péče trendy MeSH
- psychiatrie trendy MeSH
- těhotenství MeSH
- zvířata MeSH
- Check Tag
- lidé MeSH
- těhotenství MeSH
- ženské pohlaví MeSH
- zvířata MeSH
- Publikační typ
- časopisecké články MeSH
- práce podpořená grantem MeSH
- přehledy MeSH
Integrace žáků se zdravotním postižením (ZdP) do hlavního vzdě-lávacího proudu se stává realitou na řadě škol hlavního vzdělávacího proudu. Úspěšnost však může být velmi proměnlivá. Většina předmětů probíhá za podpory speciálně pedagogických center. Integrace do tě-lesné výchovy (TV) bohužel bývá často opomíjená. Všeobecně dochází často kuvolňování žáků se ZdP zTV. Nejčastější příčinami jsou barié-rovost (nikoliv však pouze architektonická), obavy rodičů, nedostatečná kompetentnost pedagogů, nedostatek materiálního vybavení aj. Správně vedená TV na školách může výrazně dopomoci kformování pozitivníchmezilidských vztahů, rozvíjí řadu sociálních dovedností, sebevědomí, ko-munikativní dovednosti, spolupodílí se na úspěšné ontogenezi psychomo-torických funkcí. Interakce sžákem se ZdP umožňuje rozvoj pozitivníchvlastností iu žáků intaktních. Vpříspěvku uvádíme vybrané vnímané limity integrované TV anabízíme řešení na základě zkušeností při řešení projektů Centra APA, FTK UP v Olomouci.
Integration of students with disabilities (DD) in mainstream education is becoming a reality in a number of mainstream schools. However, the success can be very variable. Most of the school subjects are supported by special educational needs advice centres. Unfortunately, integration in Physical Education (PE) is very often overlooked. In general, disabled children are often released from PE. The most common reasons are barriers (not only architectural), concerns of parents, lack of teachersʼ competence, lack of equipment, etc. Properly conducted Physical Education can significantly help to form positive interpersonal relationships, develop a range of social skills, self-confidence, and communication skills. It can also help to participate in successful ontogenesis psychomotor functions. Furthermore, interaction with disabled students can help intact students to develop positive qualities. In this paper, we present selected perceived limits of integrated PE and offer solutions based on experience in dealing with projects of the APA Centre, FTK UP in Olomouc.
This review paper presents the evolving role of the Special Educational Needs Coordinator (SENCO) in mainstream primary schools set within the changing political/ideo logical National Educational landscape in England.
- Klíčová slova
- koordinátor speciálního vzdělávání, vzdělávací politika,
- MeSH
- dítě MeSH
- institucionální management organizace a řízení MeSH
- integrovaná výuka organizace a řízení zákonodárství a právo MeSH
- lidé MeSH
- příprava učitelů MeSH
- školy organizace a řízení zákonodárství a právo MeSH
- speciální vzdělávání * dějiny metody zákonodárství a právo MeSH
- učitelé MeSH
- vytváření politiky MeSH
- vzdělávací modely MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- Publikační typ
- přehledy MeSH
- Geografické názvy
- Spojené království MeSH
Inclusive education is currently (2016) one of the main priorities of the Ministry of Education, Youth and Sports (hereinafter referred to as MŠMT). Consequently, we were interested in the views of teachers on inclusive education and related legislative changes. We carried out a questionnaire survey with the main objective to ascertain the teachers' views on the amendment to the Education Act (Act No. 82/2015 Coll., amending the Act No. 561/2004 Coll., on pre-school, primary, secondary, higher professional and other education /Education Act/ as amended, and certain other legislation) and the current Regulation (Regulation No. 27/2016 Coll., on educating pupils with special education needs and gifted pupils). We approached 3746 mainstream schools in total, of which 485 participated. The survey results show that to a certain degree teachers have negative attitude to the legislative changes in the education of pupils with mild intellectual disability and specific difference of opinion with the amendment to the Education Act and the associated Regulation. However, their views differ on different legislative points. The vast majority of teaching staff highlights the concern of educating pupils with mild intellectual disability jointly with mainstream pupils and seem to think that if so, pupils with mild intellectual disabilities should be taught some subjects outside the class collective. The survey results raise many concerns and problem areas requiring further attention.
- MeSH
- dítě MeSH
- integrovaná výuka organizace a řízení zákonodárství a právo MeSH
- lidé MeSH
- mínění MeSH
- průzkumy a dotazníky MeSH
- učitelé * statistika a číselné údaje zákonodárství a právo MeSH
- výchova mentálně retardovaných * organizace a řízení statistika a číselné údaje zákonodárství a právo MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- Geografické názvy
- Česká republika MeSH
