Journal of Education & Social Policy

Analysing the Development of Relationship between Teachers and Pupils with Multiple Disabilities
Mgr. Jirí Kantor, Ph.D.; Prof. Paed Dr. Libuše Ludíková, CSc.; Mgr. Svatava Drlícková

Abstract
This paper presents a research study aimed at analysing the development of long-term relationship between teachers and pupils with multiple disabilities (particularly those of severe extent). The aim is to determine whether it is possible to identify phases in the development of the relationship between teachers and pupils with multiple disabilities, and to analyse the characteristics of these phases. The phases of acceptance, interaction and potential of the pupil's personality were identified through a retrospective analysis and hermeneutic circle of data from previous research of the authors. These phases were further analysed by content analysis of data from semistructured interviews with teachers, and the products of education process and observations. The analysis provided data on the obstacles to the acceptance (on the part of teachers), the supporting factors of the acceptance process, the interaction content, the positive characteristics of the pupils, and the possibilities of their development through authentic interactions.

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