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Selfhelp skills training for children with autism in pre-school age
Nachlingerová, Jana ; Strnadová, Iva (advisor) ; Valešová Malecová, Barbara (referee)
Tato bakalářská práce se zabývá nácvikem sebeobslužných dovedností u dětí s autismem předškolního věku. Práce si klade za cíl zmapovat případné možnosti rozvoje sebeobslužných dovedností u výše uvedených dětí, a to na základě dvou případových studií. Teoretickým východiskem jsou poznatky zahrnující specifické znaky autismu u dětí předškolního věku, poznatky vztahující se k sebeobslužným dovednostem a dále k jejich možnému nácviku. Samotná výzkumná část vychází ze spolupráce s klienty v terénu. Je zde nastíněn průběh nácviku konkrétních sebeobslužných dovedností a zároveň je mapována úroveň ostatních sebeobslužných dovedností klientů. Práce vychází z přímé spolupráce, pozorování, rozhovorů a práce s dokumentací. SYNOPSIS The topic of this bachelor theses is a selfhelp skills training for children with autism in pre-school age. The aim is to map out the possibilities of a development of selfhelp skills for the above mentioned group of children. This is done on the base of two case studies. The theses draws from theoretical knowledge which includes specific signs of autism in preschool children, information about selfhelp skills and its training options. The research part is based on fieldwork. The theses shows the whole process of selfhelp skills training and also describes the level of other selfhelp...
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The Education of Children with Special Educational Needs in Primary Schools
Šindléryová, Ingrid ; Tomková, Anna (advisor) ; Strnadová, Iva (referee)
This dissertation is concentrated on the education of children with special educational needs. It works at the school integration process which lies in an incremental bonding of children from the special class with the intact majority. It analyses in detail dificulties of the move of children from the special class created in the primary basic school to the ordinary class of the secondary basic school and concentrates on ambitions, worries, opinions and experience of every single pupil, his or her parents and teachers. In order to obtain opinions of the school integration there have been used some questionnaires and realized some interviews. Afterward the obtained information has been evaluated. Key words: school integration, segregation, special class, pupils with special educational needs, intact majority Powered by TCPDF (www.tcpdf.org)
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Socio-emotional problems of children with dyslexia
Kerawala, Amynah ; Strnadová, Iva (advisor) ; Šiška, Jan (referee)
Although dyslexia is traditionally regarded as a purely cognitive disorder resulting in well-known and well-researched difficulties in reading, writing and mathematics, this is not a complete picture. Equally important are the attendant difficulties that children with dyslexia face. Most notable among the burdens associated with dyslexia are socio-emotional problems. It has been consistently found in research over much of the West, particularly in the United States and the United Kingdom that children with dyslexia display higher levels of social, emotional and self-concept-related problems than their peers without dyslexia. These socio-emotional problems hinder their already hampered progress and further weigh odds of favourable outcomes against children with dyslexia. Research into the socio-emotional problems of children with dyslexia is mostly concentrated in Western Europe and North America, 'flic recognition that this is an important area of research has yet to take root in the Czech Republic or in India, where the author has nearly a decade of experience as a special educator. This research project sought to address this gap, albeit at a limited scale. A multiple case study of five boys with dyslexia was conducted at a special education school in the city oi Most in the Czech Republic. Operating from...
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Supported Employment of Persons with High-Functioning Autism
Budkovská, Kateřina ; Strnadová, Iva (advisor) ; Hádková, Kateřina (referee)
My diploma thesis is focused to a supported employment of people with highfunctioning autism (HFA). First part is focused on behavioral identifiers of people with H FA in adult age. Chapter deals with communication, social relationship and behavior in general. Following chapter mainly describes supported employment service. Last chapter is dedicated to specific tasks during introduction of people with HFA to an employment process. In the research part of the thesis there are presented results of questionnaires that were answered by variety of institutions providing supported employment service in the Czech Republic. The main aim of the research was to provide information about positioning of people with HFA at labour market. This might be helpful and provide valuable information for both supported employment agencies or the others that are helping to people with HFA.
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Skills in Adolescents and Adults with Intellectual Disabilities: Towards Independent Living within the Society
Karunanidhi, Sulabha ; Šiška, Jan (advisor) ; Strnadová, Iva (referee)
First of all I would thank my Supervisor Dr. Jan siska PhD, to whom I am most indebted. He has been my source of inspiration when words and platitudes became confusing. I also thank Dr. David Rose and Dr. Jacqueline Van Swet for their valuable guidance for other assignments. I thank Sulabha School Management and the Head Mistress for giving me moral support and granting study leave. I thank Dr. Ching Mey who was supporting throughout my work. She has been a great source of energy. I thank Mr. Ivo Vykydal for organizing the school visits and a memorable outing at Sumperk. I sincerely thank Mr. Vozeh and Mrs. Hellona for supporting me to organize the Indian dance. And I thank Lenka and Petra for always being there to guide and help me during the dance. Powered by TCPDF (www.tcpdf.org)
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