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School and Counseling Trajectory of Child with Asperger's Syndrome
Lampová, Klára ; Pavlas Martanová, Veronika (advisor) ; Sotáková, Hana (referee)
The aim of this thesis is to look into the schooling and counselling trajectory of children with Asperger's syndrome. It is viewed from the childrens' perspective, and includes their parents' testimonies. Subsequently the thesis comments upon convergences and differences that appear in their respective statements. Data is collected using semi- structured interviews and is a qualitative research. Based on the analysis of the results, the findings are presented in the following areas: "what was before" (ie what preceded the diagnosis); school attendance; communicating with classmates and teachers; relationships at school; experience with consultation facilities and professional assistance; interests and similarities or differences of the views of the child and the parent. The most frequent topic mentioned among the results was the lack of expertise on Asperger's syndrome, which led to frequent misunderstandings or conflicts with a teaching staff. The results revealed also other themes such as: the need to tolerate individual conditions of the child during a class; deficits in communication and social interactions; positive perception of professional assistance and of cooperation of experts with the school. The thesis is also focused on the theoretical definition of Asperger syndrome in relation to...
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The education of people with Asperger's Syndrome
Fejtková, Marie ; Blažková, Veronika (advisor) ; Thorovská, Alena (referee)
This bachelor thesis deals with the issue of education of people with Asperger syndrome. The aim of this bachelor thesis was to learn, by the means of qualitative research methods, how already adult people with Asperger syndrome evaluate the course of their education. This thesis is divided into a theoretical and a practical section. The theoretical section contains the definition of basic terms. It deals with education of pupils and students with special educational needs, considering the issue of Asperger's syndrome, not only from the legislative point of view, but also from the pedagogical point of view. The practical section of this bachelor thesis, be means of three case studies, investigated how already adult people with Asperger syndrome evaluate the course of their education. The sources of the data, the case studies are based on, include interviews with respondents interviewed in 2006, asking the same questions in both interviews. Other sources were medical reports, educational and psychological counselling center reports, newly conceived interviews with respondents and interviews with respondents' mothers. The case studies revealed how people with Asperger syndrome evaluated the system of Czech education, how they perceived the teachers' expertise and how they reacted to bullying. They...
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The stigmatization of mothers of children with Aspergers syndrome
Eisenbruková, Anna ; Weissová, Aneta (advisor) ; Matoušek, Petr (referee)
The bachelor thesis "The stigmatization of mothers of children with Asperger syndrome" deals with the issue of courtesy stigma, it focuses on its manifestations, consequences and it maps where stigmatization usually occurs. The main goal of this thesis is to find out whether mothers of children with Asperger syndrome feel stigmatized and if so where does this phenomenon occur. The theoretical part of this treatise aims to describe the main concepts of stigmatization, parenthood and motherhood and Asperger's syndrome. The thesis is built on qualitative research which is based on ten in-depth semi-structured interviews, it's specifics are further described in its methodological part. The research results are analyzed and interpreted in the last chapter. Stigmatization appeared to some extent among all respondents, but its manifestations and consequences differed depending on other life experiences, marital status but mainly the severity of the child's diagnosis. Three main areas in which stigmatization occurs were identified, around close friends and family, in public and during contact with institutions and professionals.
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Bullying of pupils with autism spectrum disorders
TYRPEKLOVÁ, Kristýna
The main theme of this bachelor thesis is bullying of pupils with autism spectrum disorders (ASD), especially Asperger's syndrome (AS). The thesis is divided into five sections. In the beginning of the thesis the definition of ASD, description of the disorders and their shared characteristics are described. Next part explains Asperger's syndrome in detail. Following chapter informs about definition and description of bullying and how to deal with it. The section after that refers to bullying of people with ASD, especially bullying of individuals with AS. The concluding chapter includes Czech and foreign studies and papers about bullying of people with ASD. Also, the personal stories are mentioned in this thesis.
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The symptoms risks behavior of individuals with Asperger syndrome
TOMANOVÁ, Katarína
This bachelor thesis focuses, due to the ensuing inclusion on the current theme of social-pedagogical activities " Expressions of risky behaviour in individuals with Asperger's syndrome." The thesis is divided into 10 chapters. The first three are devoted to autistic spectrum disorders, Asperger's syndrome and risky behaviour. Other chapters are focused on the aim of the thesis, research questions and chosen methodology of survey. The goal of the thesis was to determine the extent to which individuals with Asperger's syndrome perceive the set of social norms, whether they are aware of how they are presented and if they know anything about risky behaviour, which may be committed by non-compliance with these standards. There was important to find out, what methods their parents and teachers use in order to face these difficulties. This thesis used a qualitative research technique of semi-structured interviews with individuals with Asperger's syndrome, their parents and teachers. From interviews with individuals with Asperger's syndrome is clear that they are aware of some types of risky behaviour but most standards they automatically learn rather than logically justify the correctness or incorrectness of their behaviour. Parents said that they solve risky behaviour with their children just at the moment when it occurs. Teachers emphasize teaching assistants to be an important part of the teaching team. Discussion compares the identified conclusions of the research section, that have been divided into categories, with the available literature and statement in the theoretical part. Conclusion adds that the bachelor thesis could contribute to better understanding of this topic not only for teaching staff, but also for future graduates of pedagogical disciplines.
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Gifted pupil with Asperger's syndrome in a regular elementary school
Roháčová, Helena ; Krčmářová, Tereza (advisor) ; Pěnička, Jaroslav (referee)
The theoretical part of the thesis is a description of educating of the gifted child with Asperger's syndrome in the context of psychological and institutional educational support led by experts. The theoretical part is the starting point for the research part of the thesis which aims to find out how to improve the educating of the gifted child with Asperger's syndrome in ordinary primary schools. The selected method of mixed research is Action Teaching Research in other research methods: observation, interviewing, analysis of the final work and analysis of personal documentation. KEYWORDS Talent, gifted pupil identification, Asperger's syndrome, forms and methods of work, a pedagogical support plan, family
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Social communication skills of special teachers working with children with Asperger's syndrome
PISARIKOVÁ, Eva
The subject of the bachelor thesis is the communication-social competence of a special teachers in working with children with Asperger syndrome. The thesis aims at compiling a set of communication - social competences of a special pedagogue resulting from the current situation and possibilities of pupils' education with Asperger syndrome. It also maps the situation around the inclusion of these children in the education system and defines the different status of a special teachers in relation to the occupation of his profession in relation to this target group. The theoretical part describes the position of a special teachers in the current system of education and defines the individual roles of a special educator with regard to the content of his work. It also deals with the definition of the term Asperger syndrome and the problem areas of this disability. This part of the thesis is also a pedagogical diagnosis of children with AS and its tools and possibilities of education of these individuals. In connection with the above mentioned information it also describes the communication - social competences of the special teachers necessary for its work with children with Asperger syndrome and the necessary legislative and other resources that define these competencies. In connection with the fulfillment of the aim of the bachelor thesis, qualitative research was used in the practical part and a case study method was chosen as a research project. This part of the thesis contains a pre-survey that maps the current situation of inclusion of children with Asperger syndrome in the Czech Republic's education system within individual regions, and two case studies describing the position of a special school teacher working at a primary school primary school and the position of a special educator operating in a special pedagogical center. The output of the bachelor thesis is a compressive formulation of a set of communication - social competences of a special teachers obtained on the basis of conclusions of the theoretical and practical part of this work. The conclusions from the research show that the necessary communication and social competences arise not only from the specifics of working with children with Asperger syndrome but also from other necessary personal and professional abilities. The bachelor thesis can serve as a study material for students of pedagogical disciplines and for special teachers who deal with this issue. Furthermore, this work can also provide information to parents of children with Asperger syndrome and the wider pedagogical public.
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