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Assessment of notor stills in children with Aspuger syndrome and High - functioning autism using MABC-Z.
Nývltová, Lucie ; Komárek, Vladimír (advisor) ; Zounková, Irena (referee)
Asperger syndrome and high-functioning autism is a form of pervasive developmental disorder characterized by impaired social interaction and communication and restricted and stereotyped interests. These children are often clumsy and motor uncoordinated. They also performed worse in standardized tests of motor function. In this diploma thesis we used Movement Assessment Battery for Children 2 (MABC-2) for assessment motor skills in children with Asperger syndrome and high-functioning autism aged 7-10 years in comparison with the group of children developing typically. Our study included 9 children with Asperger syndrome, 3 children with high-functioning autism and 64 children with typical development. Evident motor deficit (below 5. percentile) was found in 2 children with Asperger syndrome and 3 children with high-functioning autism. 1 child with Asperger syndrome was in a risk of motor deficit (6.-16. percentile). Children with Asperger syndrome and high-functioning autism performed significantly worse than children developing typically in a total score of this test. Significant difference was found in two components of MABC-2, in Aiming and catching (AC) and Balance (BAL). Better results reached children with typical development. Results of this study indicate that children with Asperger syndrome...
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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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