Changes of teaching goals in native language teaching for pupils with visual impairments in the Czech lands
Abstract
Over the course of two centuries (since 1807) the Czech lands have seen fundamental changes in the paradigm of special native language didactics for pupils with vision impairments (hereinafter the VI). The individual didactic transformations often found theoretical backgrounds in special education approaches simultaneously designed across Europe (especially in Austria, England, former Yugoslavia, Italy, Hungary, Russia, etc.) (cf. e.g.
Zeman, 1930; Enerstvedt, 1996; French, 2000, etc.) and accentuated respect for the special teaching requirements of pupils with VI. The embrace of specific European approaches usually depended on the general (especially political and social) context of the period, which also had an impact on the goals and tasks of special language teaching.
In the paper, we will define the historically shaped goals of native language teaching for pupils with VI, which we will contextualize in order to understand the current goals.