Abstract
The dissertation highlights the issue of institutional care in the Czech Republic. It primarily focuses on children's homes, education and socialization of children placed in this type of residential institution.
The aim of the theoretical part is to describe the characteristics of the subjects of institutional care in the Czech Republic. It also compares institutional care with selected countries and describes the socialization of the child in the family and in school.
A historical overview of institutional care in the Czech Republic is also described, and in the conclusion the author deals with a specific description of the social inclusion of pupils with special educational needs in the educational process at primary school. The empirical part reports on the conducted research and its results, for which a qualitative methodology using a case study design was used.
The main aim of the research was to find out how children from the orphanage integrate into the learning process at primary school. Furthermore, the author set several sub-objectives.
The first sub-objective was to find out how children from the orphanage are integrated into the classroom at the primary school by children growing up in biological families. The second sub-objective was to find out how children from the orphanage are included by teachers in the learning process at the primary school, and the third sub-objective was to find out how children from the orphanage are included by the educators of the orphanage.
Based on the data analysis, it was revealed that children from the orphanage are integrated into the teaching process at the primary school with difficulty. These are related to a lack of confidence and motivation to learn.
They manifest themselves mainly in school failure. Children growing up in biological families do not exclude children from the orphanage from the classroom, but at the same time they perceive their difference and do not establish friendly relations with them.
Teachers include children from orphanages in the teaching process, but do not consider the increased attention to these pupils to be meaningful. Teachers from the orphanage are primarily involved in the education of the children and do not pay enough attention to inclusion in the teaching process at primary school.
The results of the survey also show that children from the orphanage prefer to spend time with other children from the orphanage, among whom there is generally cohesion, and they do not seek out as many friendly relationships among peers growing up in biological families.