Abstract:

The impairment of cognitive performance (ICP) in terms of reduced intellectual abilities at the level of mental retardation is a phenomenon that deserves the attention of the pedagogical public. Currently, learners with ICP are primarily educated in mainstream schools. The school environment is the place where learners' deficits are most common. They think more rigidly, adapt to change more slowly, sometimes are unable to understand all the presented subject matter.

The aim of the research was to chart, how successful learners with ICP are in the context of native language learning. In the research were involved teachers of the Czech language at elementary schools who have direct experience with teaching learners with ICP. We investigated how learners with ICP work in lessons, how successful they are in the educational content of the Czech language, in which area are they successful and in which are their cognitive weakness most manifest. The research data were obtained through a non-standardized questionnaire of our own design. The questionnaire was compiled in written and online form and sent via e-mail. In the questionnaire we mainly used the form of closed questions and in some cases respondents could choose more answers. Open questions we used only to identify specific responses based on the respondents' individual experiences. The questionnaire followed several topics: general questions about respondents and objects of interest, general conditions of education of learners with ICP at elementary school, coping with learning requirements in the subject of Czech language and attitudes of teachers.
In the research we have set out the following hypotheses:
H1 Girls are more successful in Czech language than boys. The hypothesis was verified.
H2 Learners with a teaching assistant gain more competences in the field of work than learners without a teaching assistant. The hypothesis was falsified.
H3 Learners with good reading literacy achieve better results in the literature than learners who are not familiar with the text. The hypothesis was verified.
H4 Learners achieve better results in literature than in grammar. The hypothesis was verified.

A more detailed analysis of the above results will be presented in the paper. In principle, it can be stated that the coordination of teaching intact and learners with ICP.

Relatively negative results triggered naturally the need to ask about areas where learners with ICP are successful and from which they can profit. Learners in the field of communication education were most successful. The ability of verbal communication is an asset that learners can use in the future. Learners also achieve favorable results in reading skills.
The results obtained pointed to some educational concept reserves. The unused possibilities are in potential efforts to improve the school success of the learners studied (due to the relative unsuccessfulness of learners in the Czech language). The research points to the necessity, justification and legitimacy of support measures in education, which would better reflect the specific educational needs of learners.

Keywords:

Impairment of cognitive performance, support measures, Czech language teaching, learner success rate.