Differentiation and individualization of teaching gifted with ADHD at primary school

This master thesis aims to introduce and describe effective strategies and teaching methods that teachers of gifted pupils with ADHD use and during which the different educational needs of these learners are taken into consideration. This thesis also presents how faculty primary school teachers apply these strategies and teaching methods in integrated and segregated forms of education focused on gifted pupils with ADHD. The theoretical part of this thesis summarizes findings about the issues of differentiation, individualization, talent and teaching strategies of gifted pupils. It also deals with a specific group of gifted pupils with ADHD which are classified as twice-exceptional learners. Therefore, there are also described the recommended strategies for the education of pupils with ADHD. Based on the study of Czech and foreign literature, this thesis delimits strategies and teaching methods which are suitable for gifted pupils with ADHD. The practical part of the thesis is a qualitative research done by analysing the observed lessons in classes with gifted pupils with ADHD, and subsequent in-depth interviews with the teachers of these pupils who teach in an integrated and segregated forms of teaching. This thesis tries to find out what strategies and teaching methods these teachers choose during...Diplomová práce si klade za cíl předložit a popsat efektivní strategie a výukové metody využívané učiteli nadaných žáků s ADHD, během kterých dochází k zohledňování rozdílných vzdělávacích potřeb těchto žáků. Tato práce také uvádí, jak fakultní učitelé 1. stupně uplatňují tyto strategie a výukové metody v rámci integrované i segregované formy vzdělávání nadaných žáků s ADHD. Teoretická část práce shrnuje poznatky o problematice diferenciace, individualizace, nadání a strategiích výuky nadaných žáků. Zabývá se také specifickou skupinou nadaných žáků s ADHD, kteří jsou zařazování mezi žáky dvakrát výjimečné. Jsou zde tedy popsány i doporučované strategie pro vzdělávání žáků s ADHD. Na základě prostudování české i zahraniční literatury jsou zde vymezeny strategie a metody výuky vhodné pro nadané žáky s ADHD. Praktická část práce představuje kvalitativní výzkum provedený analýzou pozorovaných vyučovacích hodin ve třídách s nadanými žáky s ADHD a následnými hloubkovými rozhovory s učiteli těchto žáků, kteří vyučují v integrované i segregované formě. Práce se snaží zjistit, jaké strategie a výukové metody tito učitelé volí při práci s nadanými žáky s ADHD a do jaké míry jsou tyto strategie v souladu s nastudovanou literaturou v teoretické části práce. Výzkum prokázal, že tito pozorovaní učitelé často...Katedra preprimární a primární pedagogikyPedagogická fakultaFaculty of Educatio

Differentiation and individualization of teaching gifted with ADHD at primary school

This master thesis aims to introduce and describe effective strategies and teaching methods that teachers of gifted pupils with ADHD use and during which the different educational needs of these learners are taken into consideration. This thesis also presents how faculty primary school teachers apply these strategies and teaching methods in integrated and segregated forms of education focused on gifted pupils with ADHD. The theoretical part of this thesis summarizes findings about the issues of differentiation, individualization, talent and teaching strategies of gifted pupils. It also deals with a specific group of gifted pupils with ADHD which are classified as twice-exceptional learners. Therefore, there are also described the recommended strategies for the education of pupils with ADHD. Based on the study of Czech and foreign literature, this thesis delimits strategies and teaching methods which are suitable for gifted pupils with ADHD. The practical part of the thesis is a qualitative research done by analysing the observed lessons in classes with gifted pupils with ADHD, and subsequent in-depth interviews with the teachers of these pupils who teach in an integrated and segregated forms of teaching. This thesis tries to find out what strategies and teaching methods these teachers choose during..

The First Description of Dominance Hierarchy in Captive Giraffe: Not Loose and Egalitarian, but Clear and Linear

<div><p>Wild giraffes live in extensive groups in the fission fusion system, maintaining long social distances and loose social bonds. Within these groups, resources are widely distributed, agonistic encounters are scarce and the dominance hierarchy was reported in males only, while never deeply analysed. In captivity, the possibility to maintain inter-individual distances is limited and part of the resources is not evenly distributed. Consequently, we suggest that agonistic encounters should be more frequent, leading to the establishment of the dominance hierarchy. Based on the differences in resource-holding potential, we suggested that the rank of an individual would be affected by age and sex. Based on hypotheses of prior ownership, we tested whether rank was positively affected by the time spent in a herd and whether it was stable in adult females, which were present long-term in the same herd. We originally monitored four herds of Rothschild giraffes (<i>Giraffa camelopardalis rothschildii</i>) in Dvůr Králové zoo (n = 8), Liberec zoo (n = 6), and two herds in Prague zoo: Prague 1 (n = 8) and Prague 2 (n = 9). The Prague 1 and Prague 2 herds were then combined and the resulting fifth herd was observed over three consecutive years (2009, 2010, and 2011) (n = 14, 13, and 14, respectively). We revealed a significantly linear hierarchy in Dvůr Králové, Prague 2 and in the combined herd in Prague. Rank was significantly affected by age in all herds; older individuals dominated the younger ones. In females, rank was positively affected by the time spent in the herd and adult females in Prague maintained their rank during three consecutive years. This study represents the first analysis of the dominance hierarchy in the captive giraffe, and discusses the behavioural flexibility of the social structure in response to monopolisable resources in a captive environment.</p></div

Rank stability.

<p>Changes in the CBI rank of five adult females during three consecutive years in the combined herd in Prague.</p

Results of linearity in all studied herds.

<p>Results of linearity in all studied herds.</p

Rank vs. time in a herd.

<p>The CBI rank was influenced by time spent in the herd in females only (r² = 0.25, p = 0.017), not in males (r² = 0.35, p = 0.09). Note that the highest rank level is 1 (the first position in a hierarchy).</p

Rank vs. age.

<p>The CBI rank was significantly (F_{(1, 5.168)} = 13.16, <i>P</i> < 0.001) affected by age. Note that the highest rank level is 1 (the first position in a hierarchy).</p