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Sibling relationships in a family raising a child with autism spectrum disorders
Rathousová, Linda ; Zemková, Jaroslava (advisor) ; Hádková, Kateřina (referee)
Sibling relationships represent the first and the longest contact with contemporaries in our lives, changing with the age of siblings and depending on a number of circumstances. At the same time it is the second strongest emotional bond, right after the bond to one's parents. One of the circumstances, influencing the sibling relationship essentially and permanently, is an impairment of one of the siblings, which may also be an autism spectrum disorder. This developmental disorder affects the psychological development of individual in three main fields, the so-called autistic triad - in the fields of communication, social interaction and imagination, i.e. it effects the sibling relationship as well. The sibling of the child with an autism spectrum disorder may then develop feelings as jealousy, guilt, fear, wrong, anger, grief, excess responsibility, shame or loneliness. There are not negative emotions only, the sibling may be proud of the child with the autism spectrum disorder, he/she may feel love and sympathy and he/she may feel the need to protect the impaired sibling, thus learning important character traits as patience or tolerance.
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The Communication with a Child with ASD (autism spectrum disorder)
DOČEKALOVÁ, Petra
The thesis is devoted to the analysis of educational research experiences and feedback responses of a child with infantile autism and its close family members to specific methods of developing speech and communication. The main objective of this work is to describe all mentioned above in time sequence and to complete the progress which the child has reached based on this special education and non-education methods. The thesis has two parts, theoretical and practical. The first chapter of the theoretical part focuses on the definition of PAS and familiarisation with the relevant diagnosis. The second chapter also describes the most common symptoms of this disorder, the third chapter introduces alternative and complimentary systems of communication. The last two components of the theoretical part introduces HANDLE Approach and Structured Teaching. The practical part is dedicated to the educational research itself. Method of observation, informal interviews and document analysis has been used.
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Integration of persons with disabilities autism spectrum to the intact group
SOSNOVÁ, Petra
The work deals with the problems of people with autism spectrum disorders and their individual and group integration. The first part of my paper deals with the general characteristics of the different types of autism spectrum disorders, their problem areas, which is a social behavior, communication and imagination and play. The important part is the chapter on integration, which aims to become familiar with its characteristics, possibilities and related legislation. The empirical part deals with the influence of the triad of behavioral manifestations of a child with high-functioning autistic child and a description of their impact on the area of individual and group integration over four years of experience. In this work is shown and described healthy development of the child, with which it is compared individual and group integration. For better orientation is the development of all three lines of development recorded in the chart.
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The issue of assistance care of autistic children in special kindergarten and primary school in Rakovník
BABORÁKOVÁ, Kateřina
Infantile autism is one of autism spectrum disorders (ASD). It belongs to pervasive developmental disorders. It is characterized by a triad of handicaps - deficiencies in an area of social relations, communication and imagination. In the education of autistic children is necessary the communication is with a visual support and lessons are structured. A goal of my thesis was to ascertain, how much of an assistant help is necessary for the work with autistic children and whether such a need is met in the practice at one particular school. The other goal was to find out how difficult is the profession of a teacher´s assistant and which problems are related to it. The research sample consisted of women-assistants of the teacher in Elementary School and Special Kindergarten in Rakovník. I chose a method of the semi-controlled interview with women-assistants of the teacher and a study of the school documentation and autistic school children. Findings of the research showed that an extent and severity of the disability at all students with autism justify an allocation of a teacher´s assistant and an increase of financial means. Though, the current number of teacher´s assistants is insufficient due to the lack of funds provided by the founder and it does not match needs of the school. The women-assistants of the teacher evaluate their work as very demanding and poorly rated. They feel a risk of the burn-out syndrome. Most of them perform also works, which would rather do a personal assistant. However the School Section has no funds to provide any personal assistants. I believe that a solution of the situation could be a possibility for personal assistants to be employed at the school, too and the founder would contribute more significantly to the financial security of the required assistant care. The school work would also be facilitated, when parents pay for the assistant help from the recognized contribution to care. But currently it only depends on the parents how they will use this contribution.
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