Possibilities and Limities of Integrated Pupil with a Mild Mental Retardation into Mainstream Education

This thesis aims on the problematic of the integration of a pupil with a mild mental retardation into the mainstream educational process. The study shows a specific case of integrative education and reveals problematic aspects and opportunities. The aim of this bachelor's thesis is to describe the integration of a pupil with a mild mental retardation into a primary school mainstream educational process on the basis of the actual psychological and pedagogical trends in the educational process of a pupils with a mild mental retardation and the current legislative framework. The quantitative research designed as a study case was used. The data were collected by the method of the in-depth interview, by observing the pupil during the educational process and by the analysis of the documents and the outcomes of the pupil's work. The collected data were processed by the opened coding method. The theoretical part deals with the defining of the basic terms, namely 'integration', 'inclusion', 'mild mental retardation' in the European (ICD) and American (DSM) conception as well as the specifics and peculiarities of the individuals with a mild mental retardation both from the developmental point of view and from the point of view of the educational process. It also describes the legislative frame of the integrative education the Czech Republic including the supporting measures. The description of the possible obstacles as well as the benefits of the integration of a pupil with specific educational needs into the mainstream educational process can be encountered in the theoretical basis. The practical part describes the real form of the integration of a pupil with a mild mental retardation. The concrete manifestations of a disability in a particular pupil are described as well as his personal and family anamnesis, integration in a kindergarten and mainly the current state of integration in a mainstream primary school. The description of the teaching methods used, special pedagogical support, the skills and deficiencies in individual educational areas can be encountered. Apart from that, the practical part offers an insight into the free-time activity integration. The discussion deals with the comparison of the theoretical and practical parts, it attempts to cover up the broader context and to offer an insight into the future, among other things. It also adds several suggestions on how to improve the current integrative process in the case of the girl observed, such as reducing the number of pupils in a class, working with the class as a collective, the transfer of the bulling pupils to another class, the presence of the teaching assistant during the break or educating of the pupils (or pupils and parents) about the issue of mental retardation. The study shows that the most problematic parts of the integration of a pupil with a mild mental retardation are with the inclusion into the collective of intact pupils. The integrated pupil is bullied by his classmates and feels inferior. On the other hand, the editing of the educational methods as well as the attitude of the pedagogical workers towards the pupil with a mild mental retardation seems to be adequate and smooth. One of the key areas for the success of the educational program seems to be the preparation of the pupil at home and the cooperation of the pupil's family with the school