The purpose of this paper is to examine the meaning of school as a ‘place’ to access education and life for children with severe motor and intellectual disabilities, by considering the process of ...establishing school education for these children in the period during which the compulsory system of special schools for children with disabilities was created, in 1979. Children with severe motor and intellectual disabilities had been considered “uneducable” until then. Establishing special education for them required life-sustaining and health maintenance. It was necessary to create educational objectives and contents and recreate schools as institutions supporting their special educational needs, through connecting medical and welfare practices as well as life and child-rearing in the home. I considered this subject through a case study of a facility for children with severe motor and intellectual disabilities and a special school for pupils with physical handicaps in the period during which the compulsory system of schools for children with disabilities was created. Special schools for children with severe motor and intellectual disabilities were established as a ‘place’ for various needs for human life. As for education and pedagogy for children with disabilities postwar, the educational function of special schools was expanded by reconstructing the needs for human life with pedagogy, so as to create a school system including children with severe motor and intellectual disabilities without exception. From the viewpoint of inclusive education, the theoretical and practical issues of special pedagogy for children with disabilities include combining special educational needs with embedded educational needs for a place.
The article compares pedagogical-psychological counselling care in the Czech Republic and Great Britain. As early as the end of the 19th century, the first laboratories began to appear in some states ...to provide advice on the education and training of students. After the First World War, the then Czechoslovakia also joined them. The text presents and describes two types of counselling facilities in the Czech Republic, as well as educational care centers. It also introduces counselling and counselling for pupils with special educational needs in the UK. The article concludes with a description of personal experience from an internship at Brighton Metropolitan College and their ability to provide counselling care.
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Limited and disordered movement or ability to move has an impact on the educational process and vocational training of the people with physical disability. It is not always possible to be educated at ...the place of living, because all schools have non barrier access and are not able to ensure optimal conditions for inclusive education. Immobility often means limited participation of pupil in some lessons, limits the choice of the leisure time activities and complicates independent movement (on a wheelchair) in the social environment due to the lack of the non-barrier access to pavements, shopping centres and cultural centres and offices. In some cases, persons with severe disability have limited life space and are often socially isolated. Together with the inclusive trends in the society it is necessary to create resources which enable to teachers, assistants and leisure time teachers to work with people with physical disability. The base of presented e-book is aimed on the support including the educational process and the aim is to summarise and present possible intervention and compensation. The studying text should make the orientation in the presented field easier and provide support to students and special needs teachers and to other specialists to solve the problems in the sphere of support of people with physical disability.
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