Příprava učitele na vzdělávání žáka s vývojovou dysfázií v běžné třídě ZŠ

The first of part of the thesis defines the basic terminology of the specific language impairment, its causes and origin. The symptoms of developmental dysphasia are defined, the importance of the specialists collaboration in diagnosis of a disorder and a subsequent therapy is emphasized. Furthermore, the work is focused on defining the terms of inclusion and the principles of inclusive education. This part is concluded with chapters on the educational possibilities of pupils with developmental dysphasia and on the role of teachers in this educational process. In the second part of the final thesis, attention is paid to the creation of an individual educational plan as a supportive measure in education of pupils with language impairments. Subsequently, the most common problems of dysphatic pupils in individual subjects are named, and measures taken during the lessons are described. A part of the thesis is a case study of a pupil with developmental dysphasia. I conclude the final thesis with examples of specific preparations for the lesson. The aim of the final thesis is to analyze the difficulty of lesson planning in a class with a pupil diagnosed with developmental dysphasia. It is a preparation that involves studying the issue of impaired communication skills, studying curricular documents, and, last but not least, identifying the needs of a particular pupil