Aim. The main objective of the research was to find out the efficacy of the combined therapy suitable for patients after ischemic stroke (promoting social adaptability). The therapy itself is then focused on robotic, psychomotor and cognitive therapy. Methods. 58 probands diagnosed with a stroke participated on the research (ischemic type I60-I69; ICD-10: International Classification of Diseases and Related Health Problems), out of which 49 were male patients ages between 50-55 and women between the age of 52–57. The data collection was finished in 2017-2018. Indicators were evaluated and tested firstly after the initiation of the combined therapy, then after 15 weeks of intensive therapy, which took place 4 times a week 50 minutes for each patient participating in the research. Results. A statistically significant difference was recorded among all observed indicator areas (somatic, psychological, social and even cognitive), in which patients scored during the final testing significantly better results, than during the initial testing. Conclusion. The results of the research point to the fact, that combined therapy of robotic, psychomotor and cognitive can have positive effect, and is suitable as a treatment for patients after ischemic stroke, regarding their productive age. Positive results have been therefore overt among all tested areas.

Objective: The paper presents the results of a research survey focused on individual combination therapy in individuals with motor deficits during childhood. The research was carried out in 2020/2021. Two patients were selected based on predetermined relevant criteria and participated in the research survey. Intervention approaches within the research survey were focused on the development of the motor skills of the chosen patients suffering from cerebral palsy or dyspraxia. Furthermore, the patients’ social adaptability was supported together with their independence and self-sufficiency in coping with everyday tasks. Sample: Two patients (N = 2) participated in the research survey based on intended sampling (i.e., motor deficit, age 7–9 years, participation in rehabilitation interventions max. 4 times a month). Based on the predetermined criteria, the two patients were contacted, one of which (N = 1) was diagnosed with cerebral palsy diparesis (ICD-10; G80.1: spastic diplegic cerebral palsy, 8.8 years of age), and the other patient (N = 1) suffered from developmental dyspraxia (ICD-10; F82: a specific developmental disorder of motor functions, 7.4 years of age). The single-case research design method was applied to process the results. This type of qualitative research enabled us to study in detail a small number of participants, specifically in our research (N = 2), one individual patient who suffered from cerebral palsy and the other individual patient diagnosed with developmental dyspraxia. The choice of two individual patients would help us to obtain a better idea of the effect of the chosen combination therapy. A standardized modified FIM test (Functional Independence Measure) was used to present the results. Results: The presented results of the research survey using the single-case research design method point to the following findings. The chosen intervention method using combination therapy demonstrably improved the patients’ conditions within the monitored indicators. When the intervention was omitted and only the usual rehabilitation procedures were conducted, the patients’ conditions deteriorated and decreased to the initial values. Conclusion: Based on the presented results, combination therapy appears to be an effective approach for individuals with motor deficits at a younger school age. The combination of selected rehabilitation approaches using classical procedures as well as robotically assisted therapy is desirable in practice as it meets the requirements for rehabilitation in the 21st century. The survey results offer conclusions and recommendations for practice regarding the research topic.

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Czech parents place particular emphasis on ensuring the overall quality of life of their child when choosing a school. Our study shows how rural state schools understand this demand. A mixed approach was used in our research. In the first step, administrative data from all schools in municipalities with a population of up to 3,000 was used to shortlist 91 schools in demand by both catchment and non-catchment families. In the second step, socio-geographic data on type of municipality, online presentations, and other documents of the shortlisted schools were analysed. In the last step, case studies of 13 schools were prepared on the basis of parent surveys and interviews with stakeholders. We present case studies of three schools with different explicitly expressed approaches to satisfying parental preferences through a specific mix of care for well-being and valued characteristics of the rural environment. Our study adds to the existing literature on school choice and school leadership by describing specific developmental and/or marketing strategies of rural schools based on the real or perceived characteristics of the countryside.

Both planned and already implemented changes in legislation require even more complex competences while working with the pupils with support measures. It is required to work with the support measures and to be able to work with diverse methods or forms of tuition in a suitable manner for (if possible) all pupils. That is why it is imperative for all pedagogues to know, how to work effectively with these pupils and which methods and approaches to use during the education. Even though this problematic is not new, we can still meet pedagogues in praxis, who do not guide themselves in a correct manner while working with pupils with special needs. This fact is reflected in various studies, that served as an inspiration for our work. Submitted preliminary research maps the knowledge of pedagogues in use of correct methods and approaches based on the support measures. By using the questionnaire of our design, that reflected mainly the information found inside the Catalogue of Support Measures, we gathered data indicating the possible difference in work of pedagogues working with the pupils with special needs based on the type of school and length of their praxis in education.