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Suitability of integration of individuals with pervasive developmental disorder
Vobořilová, Iveta ; Prokešová, Eva (advisor) ; Strnad, Pavel (referee)
The title: Suitability of integration of individuals with pervasive developmental disorder The aim: The aim of this thesis is to establish whether it is suitable to integrate individuals with pervasive developmental disorder into a mainstream setting Methods: To elicit the suitability of a possible inclusion of 20 children (boys and girls aged 7 to 15) with pervasive developmental disorder (PDD), two sets of questions and a free interview were used. The sets of questions focused on problematic areas specific to individuals with pervasive developmental disorder, such as difficulties in communication, social interaction and imagination. A free interview supplemented the set of questions aimed at educators. Results: The results of the research showed that our sample group of children with PDD would not be suitable for integration with regard to problems with communication, social interaction and imagination. The inclusion is impossible in cases of 30% of individuals, who suffer from selective mutism. These children do not communicate nor co-operate with their educators during the lessons. However, 70% of individuals with PDD could be possibly integrated. Nevertheless, these pupils do not keep up with their non-disabled peers as for the speech content. Regarding to social interaction, the results are...
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Possibilities of using multimédia elements in teaching pre-school education
Bušek, Kamil ; Wolák, Radim (advisor) ; Šťastná, Lucie (referee)
The thesis discusses the current phenomenon of ICT penetration in kindergarten. The author at first take into account the broader context of the issue of changing the role of educator role in postmodern society. After that discusses the process and organizational incorporation of selected courses aimed at training teachers in kindergartens in the area of ICT. The first chapter concludes with a broader, related to the use of ICT focused, analysis of intergenerational differences that determine the further development of educational policy and requirements for the education of children. The second chapter focuses on the issue of school readiness of a child, in particular a close look at the psychological profile of the individual according to his age and development of cognitive function in preoperative stage. It is therefore a basis with which to be reckoned with in the revision of existing knowledge and increased demands on the educational component of pre-school preparation. It is also pointed to specific foreign studies that deal with the question of the effectiveness of the involvement of ICT in teaching preschool children. There is also a look back at criticism of current threats called as digital degeneration. In the third chapter are answered three hypotheses and also concluded whether a...
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Suitability of integration of individuals with pervasive developmental disorder
Vobořilová, Iveta ; Prokešová, Eva (advisor) ; Strnad, Pavel (referee)
The title: Suitability of integration of individuals with pervasive developmental disorder The aim: The aim of this thesis is to establish whether it is suitable to integrate individuals with pervasive developmental disorder into a mainstream setting Methods: To elicit the suitability of a possible inclusion of 20 children (boys and girls aged 7 to 15) with pervasive developmental disorder (PDD), two sets of questions and a free interview were used. The sets of questions focused on problematic areas specific to individuals with pervasive developmental disorder, such as difficulties in communication, social interaction and imagination. A free interview supplemented the set of questions aimed at educators. Results: The results of the research showed that our sample group of children with PDD would not be suitable for integration with regard to problems with communication, social interaction and imagination. The inclusion is impossible in cases of 30% of individuals, who suffer from selective mutism. These children do not communicate nor co-operate with their educators during the lessons. However, 70% of individuals with PDD could be possibly integrated. Nevertheless, these pupils do not keep up with their non-disabled peers as for the speech content. Regarding to social interaction, the results are...
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