The thesis is comprised of a theoretical and an empirical part. In the theoretical part, with the help of specialised material, I have determined different groups of children with special needs, defined the daily routine and its elements, and outlined the necessary adaptations in the educational process for each group of children with special needs.
In the empirical part are included the research problem, the goals, the research issues, the methodology of the research work, the results and their interpretation, and the conclusion. Three early childhood teachers working in special education kindergarten sections participated in the research. The data for the purpose of the research have been collected through a written interview, which consisted of questions on the experiences of teachers working with children with special needs in special education kindergarten sections. In the research I wanted to determine what is the daily routine in special education sections, how important daily routine is for children with special needs, how teachers accustom children with special needs to daily routine when joining the special education section and which work adaptations teachers use with each group of children with special needs. I have established that the daily routines in the analysed sections are structured similarly. The teachers pointed out that children with special needs require more time to learn and follow the daily routine compared to children in regular kindergarten sections, especially in self-care. The interviewees find the daily routine for children with special needs to be of great importance, as it offers a sense of security, increases their autonomy and affects their different areas of development. The gathered data shows that teachers introduce children with special needs – when they are integrating in the special education section – to daily routine gradually, by imitation of other pupils and with various stimulations. Visual material is one such stimulation that teachers mainly use when children are integrating in special education sections and throughout the entire educational work. The obtained data also shows that when working with children with special needs, teachers observe the temporal, spatial and communication adaptations, therefore they mostly use gestures to communicate with children which don’t communicate verbally. Temporal adaptations usually consist of shorter activities, while spatial adaptations try to eliminate disturbing stimuli and obstacles.
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