Abstract:

The teachers are fully competent to identify the risks in dealing with educational path at pupils.The continuous pedagogical diagnostics, which has dynamical character, significantly helps to determination of appropriate arrangement in access towards the pupils according to their individual needs. The individualized access of teacher based on diagnostics balance and experience enables to provide direct support in teaching immediately which can positively influence the effectivity of educational reality. Within the frame of project "The Direct and Clear Support of School Inclusive Education"-the matter of school, family, vicinity (CZ.02.3.61/0.0/0.0/15_007/0000239) realized during the years 2016-2019 we, beside other things,concentrated on the forms of direct support and frequency of use of early pedagogical intervention. We analyzed the access of teachers from the easiest types of intervention to more difficult ones with emphasis on viewpoint so that the support and help would be easy and financially undemanding. The submitted text acquaints with results of qualitative analysis of access of teachers with the aim to compensate the slight difficulties in education of pupils. The attention is layed on adjustment of work organization in the class, modification of methods and forms of teaching, pupil evaluation, providing of teaching aids etc. which don´t require increasing financial sources.

At processing of research the quality analysis of data of anchored theory,coding and categorization were used with use of application programme Atlas.ti. The primary school teachers in Moravian Silesian region of the Czech Republic were the target group of observation.In the conclusion of the text there are the recomendations for pedagogical praxis formulated on the base of interpretation of found results.

Keywords:

Pedagogical intervention, direct support, individual educational needs, individualized approach, organization of class work, modification of teaching methods.