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Children with Autism and their Interests
Knoblochová, Ivana ; Sotáková, Hana (advisor) ; Procházková, Jana (referee)
The aim of this thesis is to map the interests of the child with Asperger syndrom then compare them with the interests of the child in the same intact age, and on comparisons to specify the common and different features of interest. Another goal is to assess whether the development of a boy with Asperger syndrome and intact boys changes their interests. I focused on the boy with Asperger syndrome whether there is the possible link of interest based on the specifics of the disability itself. The theoretical part is devoted to describing the characteristics of autism spectrum disorders more closely with ideas about Asperger syndrome. It also includes the characteristics of interests and game of intact children as compared with the specifics of the game and the interests of children with autistic spectrum disorders. Qualitative type of research and the method of observation have been chosen for purposes of empirical studies. The practical part follows the theoretical part. It is complemented by concrete examples in the form of two case studies, which were based on the observation of a boy with Asperger's syndrome and the intact boys, and also based on additional information obtained from interviews with parents due to the need to complete anamnesis data.
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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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Therapy dog for people with autism
Nekardová, Eliška ; Fiala Šebková, Naděžda (advisor) ; Chmelíková, Eva (referee)
This Bachelor thesis is focused on autism and the importance of an assistance dog for people with this handicap.
Part of this work deals with pervasive developmental disorders, autism where the terms of the classification system ranks. There is also described three basic areas: social interaction, communication, interests and rituals. The work also indicated the distribution of pervasive developmental disorders according to the international classification system for children's autism, atypical autism, Asperger syndrome, other childhood disintegration disorder, Rett syndrome, other pervasive developmental disorders and autistic traits. The work also shows the development of disorders in different age groups and concise diagnosis of autism.
The second part deals with general zootherapy and detail subsequently canistherapy. There is a treatise on the history and forms of animal assisted therapy. An important part of the dismantling of the interaction of humans and animals, the influence of animal assisted therapy on individuals with pervasive developmental disorder. The work is mention of contraindications and canistherapy of ethics for assistance dogs. There are also described breeds suitable for this activity, Labrador Retriever, Golden Retriever, Flat-Coated Retriever and a Border Collie. In the south part includes information on training assistance dog in various organizations in the Czech Republic, specifically at the training center Helppes and organizacion Pomocné tlapky.
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The Fragile Line
Tůmová, Helena ; Kovanda, Jiří (referee) ; Gabriel, Michal (advisor)
The project of my diploma thesis Fragile Line is a continuation of my bachelor thesis Limits of Normality in which I compiled part of the drawn black and white imaginary world of a 10-year old boy Jára with Asperger syndrome and created its colourful 3D visualisation. Fragile Line is for me some imaginary border between the real world and Jára`s fictional world. In my diploma work I created three planets from Jára`s space system, intentionally I used different technology and range of colours for each of them because children like disparity and variety.
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World through eyes of people with autism - qualitative study of everyday life of an autistic person
ZÁLESKÁ, Helena
My work is focused on perceive reality through autistic view and their subjective perception. Part one consists and explains of basic terms of autism spectrum disorders problems. Part two is methodology. It consists of a study which tries to answer research questions. Two techniques are used interview and observation. Respondents are split in two groups in first group are children, which responded themselves, in second group responded parents of children as they were not able to respond themselves. Part three provides work summary, processing the results of the research. It highlights the most important areas of the entire research. Those are analyzed and completed by relevant literature.
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Mathematics for handicapped pupils at primary schools
SKRBEK, Vojtěch
The thesis called "Mathematics for children with special educational needs in primary school focused on the Asperger´s Syndrome issue" (hereinafter referred to as AS) introduces the problematic of AS and recommends specific teachings methods for pupils having AS. The thesis is divided into four thematic chapters. The first chapter introduces the AS itself. It describes all the typical characteristics, especially problems in the area of communication and establishing social relationships which are substantial at AS. However, all these issues have a solution. This chapter therefore includes a relevant overview of methods and techniques that can help individuals with AS. Then we introduce educational methods of children with AS in primary schools. There are different ways to educate individuals with AS, i.e. individuals with specific educational needs. The major ones are their integration at primary school or their specific education in dedicated classrooms. In this work we also deal with the issue of bullying these children. We note there is number of tutorials on how to prevent existing bullying. The chapter dealing with education of children with AS at primary schools is terminated by a description of methods of teaching these individuals. In the following section we refer to the key part of the thesis which is mathematics. In the thesis we report about the subject matter of mathematics at primary school in detail. The thesis also includes areas investigated in our own research. From all the forms and methods of teaching we are trying to highlight those that are beneficial and convenient for individuals with AS. The practical part includes description of work with two pupils with the AS diagnosis. The research was conducted in two main phases. During the first one the pupils were observed in mathematics lessons, in the second one then they filled in prepared worksheets, whose main aim was to assist them in areas where they are weak or not as good as in other areas of mathematics. We have attached several worksheets to the thesis and with their help we illustrate the results of our work. In the final discussion there are summarized lessons learned and given some practical verification instructions for working with pupils with AS.
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Students with Asperger Syndrome and High-function Autism in Integration to Secondary Schools in the South Bohemia Region
VORÁČKOVÁ, Jana
Bachelor thesis deals with problematic of education of persons with Asperger Syndrome and high-functioning autism with integration at high schools in the Region of South Bohemia. Current legislation enables for every student with health disadvantage create education processes and special education needs that took into account specific abilities and possibilities of the individual. Fulfilment of this precondition is very importatnt mainly during integration of pupils and students with Autism Spectrum Disorder. The aim of the thesis is to find out concrete problems of selected group of students with Asperger Syndrome and high-functioning autism with integration at high schools in the Region of South Bohemia that they face to when choosing high school and during studying the most. The practical part is focused on finding out problems of students with Asperger Syndrome and high-functioning autism with integration at high schools in the Region of South Bohemia by qualitative research. The search sample was constituted by five students with Asperger Syndrome and one student with high-functioning autism. For finding out of information was used the method of semi-standardized interview with open questions. For respondents were formulated sixteen questions, twelve supplementary questions for parents and two supplementary questions for teaching assistants. Structure of the interview in record sheet for students, parents and teaching assistants are part of the supplement. Answers were analysed subsequently and processed to three main fields: the first deals with problems connected with school choosing, second with problems about education process and the third with proposals of students for improvement of studying conditions. From the first researched field emerged that students have big difficulties with finding convenient high school. High schools are not ready for accepting student with this diagnosis and often they are not able to offer them sufficient form of study support. Choice of school is for these students limited also with unequal decomposition of their abilities that are influenced by their specific interests. Significant are also problems with commuting and sojourn at school hostels. The choice of high school is very limited for these students. By choosing a school they confer it at first with parents and then together with persons from special pedagogical centre. From results of field related to problems resulting direct from education process it is evident that every asked student has completely different perception of his surroundings or himself. Their specific needs are very individual. At schools that these students attends pedagogues are often not acquainted with sequels of diagnosis and they assert the same attitude and demands with regard to these students as with regard to everybody else. With some of these students, that is a big problem. Furthermore, they meet with misunderstanding from their classmates very often and that is why they pass very unpleasant times through. Mostly students mention problems with writing notes, tests or with vocal examining. Then noise in the classroom, indiscipline and unwillingness of students to perform teachers's requests. Also conflict with teaching assistant appears, he should be student's support at first, not just another teacher above him. In the third researched field where there is a place for their own opinion what would they change if they could, the request about the change of complete school system appears. Higher individual acces and the need of timely explanation of pedagogues and classmates of problematic emerging from Autism Spectrum Disorder. That could be the way to prevent needles conflicts. In the final solutions all respondents and their parents are satisfied with school choice and, except one student, they consider next stadium at the college.
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Group training in social skills of children with Asperger syndrome in older school age
SKOTÁKOVÁ, Jana
We use social skills during interactions with other people. They form an inseparable part of each of us. We first learn them from our parents, then from other people, and during our whole life, with each new experience. People with Asperger's syndrome are not able to do so. They have problems during conversation understanding elements of non-verbal communication such as gestures, proxemics, facial expressions, postures and many others. They do not understand their emotions or other people's emotions. They do not get irony. For their trustfulness and naivety they can easily become a victim to persecutors, bullies or impostors. My Bachelor's work focuses on the period of older school age. It is the time of big changes which bring certain risks. For teenagers with Asperger's syndrome, as well as for their peers, it is one of the most demanding life periods. They start to realise their dissimilarity and therefore they need more support. Group training of model situations is one possibility for them to learn to understand the basic rules of social interactions. The aim of my work was to create work lists on the basis of determined deficits in the selected group of teenagers, on the basis of observations of the whole group, discussions with SPC (Special Pedagogic Centre) employees and analyses of documentation, and to test these work lists during social skills group training in practice. The first part of my Bachelor work describes general information about particular types of autistic spectrum disorder. It also compares symptoms of children with Asperger's syndrome and children's autism in the area of social interactions and communication. At the end of the first chapter I define problems of people with Asperger's syndrome in three basic areas ? social interactions, communication and imagination. The second chapter describes individual elements of social skills. The next part is devoted to the period of older school age (pubescence), first at a general level, and then focusing on particular specifics of adolescent children with Asperger's syndrome. The final chapter highlights the increased risk of bullying for these children. The next part of my Bachelor work describes the research method which was used for this work. Social skills training for children with a mental handicap, with an extended scope of activity for caring for people with autistic spectrum disorder, was carried out at the České Budějovice SPC in Štítného Street. The selected group comprised of four clients with Asperger's syndrome who attend the second stage of the primary school in České Budějovice. The work characterises this group as well as individual clients. The practical part describes the course of each training session and reflection of the selected group. Finally I included a discussion with two parents of the children who attended the group training of social skills at SPC. During my work with the target group I realised that group training has its pros and cons and it is not always suitable for every client ? not every client is able to work in a group and individual training may be more convenient. The individuality of every client must be taken into account when creating the group. During group training with the target group I detected certain difficulties and dangers which this form of training brings, e.g. the variety of the group, an irregular number of clients, the increased number of hours with increased demands in lessons at the second stage of primary school, the different interests and demands of individual motivation for each client. Each client needs an individual method of motivation.
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A family life influenced by taking care of a child with the Asperger syndrome.
MUŽÍKOVÁ, Alena
Birth of a child with heavy disabilities changes the current life of the whole family in many ways. This work focuses primarily on how the parents cope with the very fact of their child's disability, in what areas of family life they feel the greatest impact, the extent to which the disability affects child rearing practices, what facilitates the management burden associated with caring for a child with disabilities, and what role social environment plays. This work deal with issues of birth of a child with disabilities and ways of coping with this burden by parents and family. I focus on the development and education of children with disabilities in the family and the specifics of education of a child with Autism, specifically of Asperger syndrome. The aim is to show the whole process in which individual family members deal with the diagnosis, from the first reaction to it, changes in their daily lives to coming to terms with this fact.
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The use of color modification of Wartegg drawing test in children with developmental disorders
SAMKOVÁ, Dominika
The Bachelor thesis focuses on the color modification of Wartegg drawing test in children with Asperger Syndrome.The theoretical part is focused on children's drawings, the development and use of projective techniques and diagnosis.This part also shows issues and problems of Asperger syndrome and its diagnosis. An important part is also Wartegg drawing test characteristic. The empirical part focuses on specific expressions of children with Asperger syndrome into Wartegg drawing test. Bachelor thesis tried to find out how to reflect Asperger syndrome into Wartegg drawing test and whether it is possible to use this projective method with such disorder.
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