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Interests of children with Asperger's syndrome from the perspective of parents
Štěpánová, Lenka ; Sotáková, Hana (advisor) ; Kucharská, Anna (referee)
Our study conserns the problematics of interests of Asperger syndrome children. In the theoretical part, the diagnosis of Asparger syndrome in the context of Autistic specter disorders is being reviewed. Moreover, we define Asperger syndrome compared with other Autistic specter disorders and present methods of diagnosis. The whole study is focused on the area of the family of a child with disabilities. The empirici part describes our research, that focuses on defining the specific interests of Asparger syndrome children through analysis and comparsion of these interests.
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Upbringing and education of children with autism
Čížkovská, Lucie ; Počtová, Lenka (advisor) ; Krykorková, Hana (referee)
The theme of this thesis is upbringing and education of children with autism. The text is divided into five parts. The first chapter is primarily devoted to the diagnosis. There are introduced the types of autism spectrum disorders and disorders, which can be associated with autism. Furthermore, I describe the typical symptoms of autism in social interaction, communication, imagination, and more. The following chapter deals with possible treatments and therapies and various educational methods, such as TEACCH program or applied behavioral analysis. The third part describes the possible ways of teaching and educating children with autism spectrum disorder. This extensive chapter informs about the types of educational facilities for children with autism and the importance of a special needs teacher and teacher's assistant. It also offers view of the family of a child with autism and a variety of educational strategies used in the home. The fourth chapter informs about organizations helping children with autism. The last part is devoted to case report of a boy who attends a special class for children with disabilities in kindergarten.
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Benefits of nursery school for Children with autism spectrum disorder in sel-care
Mitašová, Marie ; Šiška, Jan (advisor) ; Šumníková, Pavlína (referee)
The bachelor thesis concerns benefits of a nursery school for children with autistic spectrum disorder with focus on development of self-care. The thesis concentrates on characteristics of autistic spectrum disorders and it's interconnection with practical aspects of developing self-care skills in a nursery school. Individual chapters describe the definition, diagnostics and related triad of problem areas, the spectrum of individual autistic disorders and the most frequently used methods and strategies of training and education of childrenwith autistic spectrum disorders. The second part of the thesis provides space for individual areas of self-care, cultivated in the nursery school. Individual chapters demonstrate detailed descriptions of practising self-care habits and skills, applied in daily routines of the nursery school. The thesis bases on published works in the area of autistic spectrum, as well as on practical experience of the author, obtained in several years of practice as a teacher in a special class for children with autistic spectrum disorders in a nursery school. Keywords: autistic spectrum disorders, self-care, nursery school, self-care habits and skills
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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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Awareness of the South Bohemia Region primary school teachers about autism and autism spectrum disorders
VOSTROVSKÁ, Marika
This thesis deals with awareness of teachers in mainstream elementary schools in the South Bohemian Region about autism and autistic spectrum disorders. The thesis is divided into four basic chapters followed by discussion and conclusion. The first chapter of the thesis focuses on theoretical background of autism and autistic spectrum disorders. The second chapter deals with the topic of autism and ASD in the school environment, including possibility of intervention. Chapter 3 and 4 include methodological part of the thesis. Chapter 3 focuses on quantitative research of awareness of teachers on this issue, as well as their needs and experience. South Bohemian teachers demonstrated their knowledge, attitudes and experience regarding autism and ASD in a short questionnaire and a knowledge quiz. Chapter 4 applies a qualitative method and provides an analysis of the interview, which was carried out with two teachers who work with students with autism or ASD in mainstream primary school. The base of the quantitative research was a questionnaire for teachers, which main purpose was to measure awareness and basic orientation in the problem of autism. Knowledge quiz focused on detailed investigation of knowledge base of autism and ASD among teachers concerned. This thesis established five main hypotheses with subhypotheses that have been tested in several respects, especially length of teaching experience, specific training of respondents, school size and previous experience with autistic students. Extensive testing has supported six sub-hypothesis, which show that the awareness is influenced by place (namely school size) and that previous experience strongly supports a positive attitude towards the integration. In the same way, experience with students with autism showed a higher interest on additional training in these issues. The qualitative part of the thesis analyses the interview with two particular teachers who work every day with students with autism and autism spectrum disorders. The thesis explores their particular experience with autistic pupils, their knowledge and education, but also the problems and needs these teachers have in communication with pupils.
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Education of pupils with childhood autism
JANTOŠOVÁ, Petra
Legislation currently enables developing teaching methods for every child with special needs taking into account the child's specific possibilities and capabilities. The choice of suitable individual teaching methods and techniques for every child is a major factor of success in education and is equally needed in the education of pupils with childhood autism. The theoretical part of the Bachelor thesis deals with childhood autism in context of autistic spectrum disorders, childhood autism being one of them. The thesis describes the characteristics of this disorder and its variable, not autism-specific features, mentioning diagnostics with regard to teaching pupils suffering from childhood autism and describing a family with an autistic child and its role in education. Increased attention is paid to the possibilities in teaching pupils with child autism within the existing system of education and, above all, to educational methods used with children suffering from this disorder. The aim of the practical part of the thesis was to establish what methods are included in teaching pupils with childhood autism. Another objective was to check the educational techniques applied with this group of pupils in a family setting. A qualitative research has been chosen as the method of gathering information. Data was collected via semi-structured interviews conducted across a selected sample of respondents. Interviews were conducted with two respondent groups using predefined questions. The first group consisted of selected special education teachers educating pupils with childhood autism and the second group was comprised of selected parents whose children suffer from this disorder. The results of the thesis contain processed interviews with selected respondents from both groups, subsequently supported by a well-arranged table. The results of the research provide information about what methods are used to teach pupils with childhood autism in a school and a family setting. The thesis also presents opinions of specialists and parents of autistic children regarding educational techniques and their practical usage and application. The results of the research are subsequently compared mutually and also against specialised information sources. The research performed as part of this thesis revealed that structured teaching is the most frequently included technique in teaching pupils with childhood autism, with each pupil individually, depending on his possibilities and capabilities. Further application of educational methods in teaching pupils with childhood autism matches with what can be found in literature and the theoretical part of the thesis. Apart from structured teaching, educators use methods like global reading when working with this group of pupils, plus elements of problematic behaviour therapy and social skills training, Picture Exchange Communication System (PECS), computer software and pictograms. Interviews with parents confirmed that structured teaching is also the most frequently applied technique in a family setting. Parents choose methods according to their children's needs and try following their emotions and what they consider best for their child. Families as well as schools use structured learning on an individual basis as per the child's needs and parents also use the global reading method and computer software. Families, at the same time, commonly use the elements Son-rise method in combination with alternative teaching of Maria Montessori which may be seen as a certain difference to the application of educational methods at schools. No major differences between the family and the school setting have been identified with respect to educational methods used in teaching pupils with childhood autism. This Bachelor thesis provides and insight into the application of teaching methods by families and schools where pupils suffering from childhood autism receive their education.
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Educational learning process of the students with Rett syndrome
VOMOČILOVÁ, Michaela
My diploma thesis is focused on educational and pedagogical process of students with Rett Syndrome. In its theoretic part, I describe Rett Syndrome as a clinical picture and a diagnostics and a therapy. The practical part of the thesis focuses on three main aims: to determine a certain number of students with Rett Syndrome in the Czech Republic, further to discover these students{\crq} educational and pedagogical process, and finally, to demonstrate a concrete form of this process on two casuistries. All of aims were realized. What follows from my survey is that the students are mostly educated according to the educational Rehabilitation program used for remedial schools; this means that no specific educational and pedagogical program for the children with Rett Syndrome has been created so far. According to my observation, the girls are schooled in autistic classes or in classes of children with combined handicaps, also in special elementary schools and preschool institutions.
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Activities and plays affecting the personality of an autistic child
LEGNEROVÁ, Miroslava
This bachelor's degree dissertation is focused on children suffering the autism spectrum disorder, who visit the "Volno" Relief Care Centre seated in Kolín. The autism spectrum disorder is a serious dyscrasia characterised by impaired communication, impaired ability to establish relationship, impaired imagination and other symptoms seriously affecting the life and quality of life of an individual. It is very difficult for the parents and families of autistic children to accept the child's disorder, to reconcile themselves with the disorder and to learn to live in the given situation. I set three goals for my dissertation; the first one is to map the activities, plays and specific approaches to the children in the "Volno" Relief Care Centre. The second aim is to judge on the basis of the collected data if the applied activities, plays and specific approaches to autistic children in the Centre satisfy the biological and psycho-social needs of the children. The third aim is to identify on the basis of interview with parents, whether the specific activities, plays and individual approach to children affect the child's behaviour in the family environment. The theoretical part deals with the term of autism, its etiology, characteristics, classification and triad of the problem spheres. Furthermore, I describe in the theoretical part the basic and the supporting educational and training approaches and therapies, I deal with the combination of autism and play, and last but not least, I introduce the "Volno" Relief Care Centre. The practical part was performed directly in the "Volno" Centre. I have chosen the qualitative research to identify the goals. The qualitative research was made using the case studies {--} casuistry of the selected children suffering ASD, by observation methods and by inquiries using the interview technique and the personal document analysis technique. Four ASD children were included in the set, each one with a different level of disorder, different age and different school classification. The third part provides the results that satisfied the set goals and the conclusion that the specific activities, approaches and plays are beneficial for the ASD children visiting the "Volno" Relief Care Centre, satisfying their needs and influencing behaviour of the children in family environment.
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