Native Language Instruction Reflected in Composition Writing by Visually Impaired Students in the Historical Context of Czechoslovakia/Czech Republic in the Period of 1968-2000 - A Case Study
Abstract
In this case study, we present an overview of the development of the written graduation exam at a particular Czechoslovak/Czech Republic grammar school for visually impaired youth (a contemporary term) during the period from the reintroduction of grammar schools in 1968, or 1972 respectively, until 2010, when major changes to the structure of the graduation exam in Czech language and literature, of which composition writing is a permanent part, were introduced. The grammar school for visually impaired students was chosen because, in the studied period, special language instruction for visually impaired students was conducted exclusively in a system of special schools, existing separately from the mainstream educational system intended for non-disabled students.
Therefore, it represents a unique educational model that can offer valuable didactic insights in the era of inclusive trends in contemporary democratic education, both within the Czech Republic and internationally.
