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Evaluation of the palate morphology in bilatelar cleft lip and palate clefts with palatolaly
Hamtilová, Martina ; Velemínská, Jana (advisor) ; Ivanov, Ilija Christo (referee)
The diploma work was based on the evaluation of dental casts of patients with bilateral cleft lip and palate (BCLP) with a mean age of 10. Patients consist of two groups, patients without defect in speech and with speech impairment (palatolaly). Palatolalies in the literature are primarily associated with velopharyngeal insufficiency. The study tested the working hypothesis that in the failure of speech is involved a different, specific in some way, palatal shape. Dental casts were scanned using a laser scanner and analyzed by 3-D geometric morphometry and multivariate statistics: principal component analysis (PCA), linear regression analysis and finite element analysis (FESA). Using linear regression it was found that the shape of the palate is affected in younger individuals by age, and so had to be 5 patients excluded for further analysis. Patients with palatolaly have lower variability the palatal shape than patients without palatolalie, so their palates are similar to each other and have a specific shape. Palates are wider and lower than in individuals without speech disorder and they have a characteristic deepening behind the anterior part of the palate. We assume that these features in palate morphology primarily the lower arch and the substantial deepening are most likely to affect the...
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Pupils with special educational needs in primary and secondary schools: access schools and teachers to handicapped students.
Hamtilová, Martina ; Rajsiglová, Ina (advisor) ; Havlová, Michaela (referee)
The thesis deals with access schools and teachers to handicapped students. Theoretical part follows problems of pupils with special educational needs and its legislation, the concept of handicap and disability forms. I characterize from the forms of disability specific learning disorders, brain dysfunction and behavior disorders, cerebral palsy, autism and Asperger syndrome. The last chapter of this part focuses on the conditions, legislation, documents and statistical data in the field of disabled pupils integration. For the practical part I have set several goals: regarding the run of the lesson, teacher access and work of pupils with special educational needs; realize education with handicapped students to obtain my own experience; conduct interviews with teachers, with teacher's assistant, possibly with a special needs teacher in order to obtain an opinion of teaching staff to integrateion and obtain advice for access to pupils with special educational needs; through questionnaires for schools to determine the conditions for integration of handicapped pupils, and finally summarize the recommendations and create a handbook for teachers beginning to work with pupils with special educational needs.
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