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Alternative and augmentative communication in PE lessons for pupils with pervasive disorder.
Vyvialová, Kristýna ; Vařeková, Jitka (advisor) ; Pavlová, Ilona (referee)
Title: Alternative and augmentative communication in PE lessons for pupils with pervasive disorder. Objectives: The aim of the thesis is to investigate the possibilities of using pictograms as methods of alternative and augmentative communication (AAC) to support the communication of students with autism spectrum disorder (ASD) in physical education (PE) classes.. Methods: The work is based on theoretical-empirical methods. In the first phase of the research, the SOP methology (word, picture, movement) was created, which can be used for testing and conducting PE for individuals with communication disorders. In the second phase, the method was tested on a group of five students with ASD (age 18-20 years, 2 women, 3 men) studying at a special secondary school. The qualitative investigation included the following methods of data collection: a three-phase test of understanding of physical education terminology, diagnosis by independent pedagogic staff in classes and participant evaluation by the researcher. The intervention consisted in the implementation of a comprehensive 4-month program for the development of communication skills using the SOP method in PE lessons with support in other lessons. In the third phase of the research, teachers were asked about their experiences, opinions and needs in the...
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Possibility of pedagogical support for two pupils of younger school age in physical education at an alternative school.
Vyvialová, Kristýna ; Pavlová, Ilona (advisor) ; Kotlík, Kamil (referee)
Title: Possibility of pedagogical support for two pupils of younger school age in physical education at an alternative school. Objectives: The aim of the work is to explore the possibilities of pedagogical support in the framework of physical education for two pupils with special educational needs at the Waldorfská Jinonice primary school. Methods: The thesis is based on the theoretical-empirical methods. The research consisted of two pupils with SVP. This was a girl and a boy aged 9. The intervention consisted of diagnosis, the creation of an individual training plan and the follow-up of pupils for one month. There were 8 exercise unit in total at the Waldorf Jinonice Primary School. Results: After a month, the creation and fulfilment of IVP proved to have a positive effect on the motor skills of children at the Waldorf School. Using the MABC-2 test battery. I found that both girls and boys had improvements in balance, aiming and catching as well as manual skills. Keywords: IVP - individual training plan, MABC-2 test battery, SVP - special educational needs, epilepsy, ADHD - attention deficit hyperactivity disorder, visual impairment, Waldorf School.
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