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Life with asperger's syndrome at university
Středová, Martina ; Strnadová, Iva (advisor) ; Hájková, Vanda (referee)
This diploma thesis deals with the life of a student with Asperger Syndrome at university. The theoretical part is dedicated to the characteristics of Asperger Syndrome, it explains the history, terms and specific areas of the given disability. Further, the work explores the particular areas in the life of the individual with this disability and familiarizes the readers with the organizations, which help the people with Asperger Syndrome. On the basis of the theoretical part, qualitative research investigation was selected for the practical part of the thesis. In the practical part, there is presented the case study of the individual with Asperger Syndrome, which provides an overall insight into the ways of supporting a student with Asperger Syndrome at university by means of the analysis of the interviews, observations and documents. Key words: Asperger Syndrome, university, support, education
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Integration with ADHD at primary school
Hlubocká, Ivana ; Strnadová, Iva (advisor) ; Mužáková, Monika (referee)
Cílem mé diplomové práce bylo sledování vzájemných vztahů ve třídě mezi dítětem s ADHD a jeho spolužáky a popsání verbální i neverbální komunikace mezi sledovaným žákem ADIID a učitelem. Myslím, že pomocí výzkumných metod, jež jsem si zvolila, se mi podařilo dané cíle splnit. Výhodou pro mě byla dlouhodobá možnost sledování třídy z různých úhlů pohledů, v nejrůznějších situacích i prostředích, což se poté prolnulo i do celkového hodnocení mnou sledovaných dětí s ADHD. Spolupracovala jsem s rodiči, s kolegyněmi, s celým třídním kolektivem a i s chlapci s ADI ID samotnými. Ve své diplomové práci jsem hledala odpovědi na tyto otázky: Jakým způsobem vnímají spolužáci dítě s ADHD při vyučování? Jakým způsobem učitel postupuje v hodině, kdy není možné z časových důvodů a náročnosti učiva individuálně přistupovat k dítěti s ADHD? Odpověď na první otázku jsem hledala metodou dotazníků, kterou jsem popsala výše, a metodou vlastního pozorování žáků. Z dotazníkového šetření vyplynulo, že oba chlapci nejsou v dívčím kolektivu příliš oblíbeni, dívky uváděly jména obou chlapců v odpovědi na otázku, kdo jim ve třídě ubližuje. Všechna děvčata je vnímají jako rušivé elementy, kvůli nimž se musí často ve výuce čekat. Žádná dívka neuvedla tyto chlapce mezi svými nejoblíbenějšími spolužáky. Chlapci byli v odpovědích jen málo...
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The Pupil with Autism
Kaimová, Jitka ; Strnadová, Iva (advisor) ; Zemková, Jaroslava (referee)
The main subject for this diploma thesis is questions of integrating children with autism in mainstream basic schools. The aim of diploma thesis is to analyse current situation of integrated education of pupils with autism in mainstream schools in Central Bohemia Region. The analysis goes from the view of region coordinator for autism as a new institution responsible for coordination of counselling and educational services focused on clients with autism in region, and as a significant instrument for realization of the integration process. Partial aim of diploma thesis is focused on detection of factual experience of parents and assistant educators of integrated children, especially on disclosure of fundamental problems they often deal with in integration process. Diploma thesis would like to contribute to pedagogic practice in the field of integrating pupils with autism in mainstream schools by means of definition current problems to be solved in the future. The author regards survey results as initial domains of tasks that should be investigated in the following by means of quantitative research. Diploma thesis is divided into four parts. First two parts deal with influences of autism characteristics on autistic children education and with current educational possibilities of children with autism including...
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Parental Satisfaction with Inclusive Education
Yin, Ra ; Strnadová, Iva (advisor) ; Šiška, Jan (referee)
This dissertation was a study on parental satisfaction with inclusive education that I carried out in the Czech Republic in order to find the answers to research questions: (1) to what extent are the parents satisfied with inclusive education? And (2) what are the factors that contribute to such satisfaction? The information was gathered from the parents of children with speciál education needs integrated in the mainstream school. This study engaged 24 parents who have children with disabilities integrated in the mainstream lower secondary schools. The results indicated that parents of children with disabilities were generally satisfied with school where their children have been integrated. Specifically, parents were satisfied with school environment, classroom, learning materials. They strongly expressed that they needed their children to study in the mainstream school because the children need to make more friends with the same age group, to play with their friends, to be invited to the birthday party and so forth. Notwithstanding, there were a small number of parents who were dissatisfied or less satisfied. This was due to the children of these parents having been more development when they changed to study in speciál school. In addition, parental satisfaction was strongly influenced by parental...
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Supporting the high schools students with dyslexia
Dubská, Jana ; Strnadová, Iva (advisor) ; Hájková, Vanda (referee)
This thesis pursues the high school students with diagnosed dyslexia. In the first part the outlets of this dilemma are outlined by theory. It includes diagnostics, counseling, options and forms of supporting the high schools students with dyslexia. In the exploratory part the results of my research are presented. To achieve the thesis targets I used combination of qualitative and quantitative approach. In specific - interviews with students, question-form research and observations. Main part presents the attitudes of students to their handicap, studies progressions and options of their profession specialization after graduating from a high school. Sequentially the attitudes of parents to this dilemma as well as opinions of pedagogues about form of supporting the students and its application in practice are presented. Conclusion states the recommendations for counseling practice, pedagoguism and also references for parents.
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Attitudes of Young Adolescents toward their Peers with Intellectual Disabilities
Kuo, Hui-Wen ; Černá, Marie (advisor) ; Strnadová, Iva (referee)
This study explores the attitudes of young adolescents towards their peers with intellectual disabilities in Prague, Czech Republic. A total of 253 young adolescents participated in this study, with 134 male and 119 female in 7th, 8th, and 9th grade. The attitudes of the young adolescents were surveyed by making use of the attitude questionnaire designed by the researcher. The roles of previous contact, gender and grade were examined. Results indicated that young adolescents were generally positive toward their peers with intellectual disabilities. Young adolescents who had previous contact with people with intellectual disabilities are more positive than those who did not. Female were more positive than male. 9th graders who participated were not more positive than those in 7th graders. Possibilities and suggestions for future researches and education were suggested. Powered by TCPDF (www.tcpdf.org)
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Stimulation of severely disabled persons using the therapeutic concept basal stimulation
Kaplanová, Jana ; Hájková, Vanda (advisor) ; Strnadová, Iva (referee)
Thesis should readers familiar with the concept of the basal stimulation and with people with heavy users. The practical part of the work will process the results of the questionnaires in the basic school Sluneční in Hostinném. This investigation will focus on the technical readiness of the respondents to work with the concept of the basal stimulation and on the application of this concept into the educational process, people with severly disabilities. The aim of my work is to introduce the concept of basal stimulation as a very effective therapeutic method applicable to work with people with severly disabilities and to verify this by investigation.
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A Survey into Czech Teachers'Attitude towards Inclusive Education
Hui, Luo ; Strnadová, Iva (advisor) ; Šiška, Jan (referee)
Teachers are considered the key elements in promoting inclusive education and their attitude toward inclusion may influence school learning environment and the availability of equal educational opportunities for all students. The survey was carried out in Prague, Czech Republic to examine teachers' attitude toward inclusive education and the sample comprised of 104 regular and speciál school teachers. The analysis of data confirmed findings of many previous studies on teacher attitude toward inclusion and revealed that Czech teachers generally hold positive attitude toward principles/concepts of inclusive education, but they have reservations or negative attitude toward inclusion of students with emotional/behavioral disorders and intellectual disabilities in regular classrooms. Moreover, Czech teachers are not satisfied with the training opportunities provided for their professional growth. They demonstrated lack of confidence in regular teachers' ability to meet the speciál education needs of students with disabilities. However, they felt optimistic about current level of collaboration among personnel and believe they have support from the authorities. They hold supportive attitude toward using differential instruction methods to meet the speciál education needs of students with disabilities. Implications...
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