The thesis deals with educational area "Language and language communication" with special focus on educational field "Czech language and literature from 6th to 9th grade of primary schools and is defining the problematics of teaching methods. These questions are characterized both in theory and in research. The theoretical part characterizes the subject Czech language from 6th to 9th grade of primary schools as a teaching subject and it deals with teaching methods in terms of their classification. The research part is based on a survey and it focuses on practical use of teacing methods of Czech language lessons from 6th to 9th grade of primary schools.

A doença de Alzheimer, doença neurodegenerativa, em que a dificuldade de encontrar palavras é um dos déficits mais presentes, mesmo em estágios iniciais já ocorrem alterações focalmente no hipocampo e giros parahipocampais. Com o avanço da doença, a dificuldade de encontrar palavras e o uso de itens lexicais efetivos ficam muitas vezes mais comprometidos sugerindo distribuição difusa da doença no encéfalo. A dificuldade em encontrar palavras ou anomia se deve consensualmente à deterioração do processamento semântico e ao déficit da memória operacional. Ainda, mesmo nesses estágios iniciais da doença, muitos pacientes relatam dificuldades em encontrar os itens lexicais adequados para seguir uma conversação, o que os constrange causando isolamento e falta de interações comunicativas verbais. Esse relato indica que eles têm consciência dessa perda cognitiva. Nas conversações ou interações sociais entre pacientes e cuidadores, muitas vezes a dificuldade de encontrar os itens lexicais não é claramente percebida. Entretanto, com o progresso da doença essa incompreensão se acentua, gerando situações estressantes e de sobrecarga, especialmente para o cuidador. A presente pesquisa objetivou analisar os itens lexicais no discurso oral dos pacientes com doença de Alzheimer, verificar aquelas palavras mais preservadas, que visem à elaboração de estratégias linguísticas adequadas e que permitam o desenvolvimento de mecanismos discursivos, a fim de identificar estratégias que possam melhorar a interação entre cuidadores e pacientes. Neste estudo avaliaram-se os itens lexicais verbos e substantivos, hápax e as oito outras categorias gramaticais da língua portuguesa de 23 pacientes com doença de Alzheimer e 23 idosos controles sadios. Os itens selecionados foram extraídos de conversações livres por no máximo 20 minutos com os temas: cidade, família, educação, alimentação, saúde e religião. Foi utilizado o programa Stablex que efetua o tratamento computacional de itens lexicais e confecções de léxico para identificar os itens lexicais mais frequentes e com maior peso ou valor. Os resultados indicam que os pacientes têm maior dificuldade em nomear substantivos, especialmente seres vivos, p<0,05. Ainda, esses pacientes apresentam maior preservação de itens lexicais concretos em relação aos itens lexicais abstratos. Além disso, foi observada maior preservação de verbos do que de substantivos, hápax fica preservado nos pacientes com doença de Alzheimer, p<0.001. Os adjetivos, p<0,001, interjeições, p<0,001,artigos e preposições p<0,001, também são significantes na doença. Conclui-se, assim, que embora os pacientes tenham perda lexical progressiva, suas habilidades comunicativas, semântico-pragmáticas não estão muito alteradas e que os pacientes ao serem estimulados com frases curtas, com aquelas palavras mais preservadas no seu léxico ainda podem se comunicar e interagir oralmente. Portanto, as análises de itens lexicais nos discursos orais dos pacientes com doença de Alzheimer não só contribuirão para o entendimento dos déficits de linguagem, mas também oferecerão formas de melhorar a comunicação entre pacientes e cuidadores / Alzheimer\'s disease, neurodegenerative disease, wherein the word-finding difficulty is one of the most common deficits, even at early stages alterations occur focally in the hippocampus and parahippocampal gyri. With disease progression, the word-finding difficulty and effective use of lexical items are often more affected suggesting diffuse distribution of the disease in the brain. The word-finding difficulty or anomie is consensually to the deterioration of semantic processing or the occurrence of impaired connection between the lexical and semantic level as well as the working memory impairment. Yet, even in these early stages of the disease, many patients report difficulties in finding suitable lexical items to follow a conversation, therefore the patients get constrained, causing isolation and lack of verbal communicative interactions. This indicates that they are aware of this cognitive loss. In conversations or social interactions between patients and caregivers, often the difficulty of finding lexical items is not clearly perceived. These caregivers often help the patient to complete the words and sentences inferring meanings thereby masking the stage of disease. However, with the progress of the disease misunderstanding increases, causing overload and stressful situations, especially for the caregiver. The current study aimed at analyzing the lexical items in oral discourse of patients with Alzheimer\'s disease, to verify the most retained words in order to develop appropriate linguistic strategies enabling the development of discursive mechanisms to identify strategies to improve the interaction between caregivers and patients. This study evaluated the lexical items, verbs, nouns hápax and the other eight grammatical categories of Portuguese language of 23 patients with Alzheimer\'s disease and 23 healthy elderly controls. The selected items were drawn from free conversations of at least 20 minutes with the themes: city, family, education, food, health and religion. We used Stablex program that performs the computational treatment of lexical items and creates lexicons to identify more frequently lexical items and with their weight or value. The results indicate patients have greater difficulty in naming living things, p<0.05. Also, these patients have higher retention of concrete lexical items in relation to abstract lexical items. Moreover, hapax is retained in Alzheimers disease, p<0.001. It is attributed to the greater number of nouns in the languages compared to verbs or because, perhaps, the frontal areas of the brain where the verbs are represented are affected later. Also, it was observed that the lexical item hapax is significant in patients with Alzheimer\'s disease. Adjectives, p<0,001, interjections, p<0,001, articles and prepositions, p<0,001, are also significant during the disease, We conclude, therefore, that although patients have progressive lexical loss, their communication and semantic-pragmatic skills are not much changed, and when patients are stimulated with short sentences with words that are more retained in their lexicons they can still communicate and interact verbally. Therefore, the analysis of lexical items in oral discourse of patients with Alzheimers disease not only contributes to the understanding of language deficits, but also it will offer ways to improve communication between patients and caregivers

KEY WORDS Down syndrome, Language, Verbal Communication, Non-verbal Communication, Intellectual Disability, Bilingualism Homolková, Kamila (2021). Process of Verbal and Nonverbal Communication of a Child with Down Syndrome [dissertation thesis]. Charles University (Prague, Czech Republic), Faculty of Arts, Institute of Czech Language and Theory of Communication. ABSTRACT This dissertation thesis focuses on the process of development of verbal and nonverbal communication of a child with the Down syndrome. Its goal is to analyse, how language and speech are acquired in this atypically developing child, and on this base, supported by findings from previous published research, to describe the acquisition of all language levels - semantics, comprehension, pragmatics, and nonverbal means of communication. One part of this thesis is formed by an analysis of the bilingual (Czech and German) situation of the child. The main method employed is a longitudinal observation of early communication behaviour of the child (in the age from 24 to 48 months) and an analysis of video recordings; the parents' diaries are used as well.

The purpose of the study is to look into the different ways preschool teacherswork with reading aloud to encourage kids language development. The studyis based on a qualitative method in the form of semi-structured interviews withsix preschool teachers at four separate preschools. All respondents in the studyare trained preschool teachers and work with children aged one to six years.The interviews have been transcribed and analyzed, the material is presentedin categories.The sociocultural perspective on learning is the basis for the study and the categories are presented in relation to the socio-cultural perspective.The results of the study show that preschool teachers see reading aloud as animportant part of the preschool's everyday activities and that it is used for different purposes; relaxation, comfort, sense of belonging, language development and encouragement of empathy and imagination. The results show thatpreschool teachers have a basic high awareness of the importance of readingaloud for children's language development. Finally, the results show that theconversation before, during and after about the book's content creates conditions for children's opportunity for development and learning.

The purpose of this study was to examine special needs teachers´ knowledge about visual scaffolding and their opportunities for supporting teachers in creating an accessible learning environment. Special needs teachers were given questions formulated and connected to how they experience their own professional qualifications when they support other teachers in using visual scaffolding, in what way they think visual scaffolding can be used in order to create an accessible learning enviroment and what sort of visual scaffolding they find recommendable in different learning environments and school subjects. Semi-structured interviews were conducted with ten special needs teachers in Swedish compulsory school. The recorded interviews were transcribed and analysed in relation to the research questions. The results showed that special needs teachers recommend that visual scaffolding ought to be used in order to make learning environments accessible by visualizing what pupils are asked to do, how they are supposed to perfom different tasks as well as making words and expressions clear. Using pictures was pointed out as the best support, followed by using symbols, drawings and tangible concrete materials. Further education in visual scaffolding, time for collegial learning, discussions and competent guidance also emerged as critical factors for special needs teachers in their support and guidance to class tecahers.

This thesis deals is focused the application of general individualization strategies during work in the regular primary school classroom where pupils with learning diasabilities and specific behavior are integrated. Its aim is to describe the way the teacher tries to find optimal solutions using a form of action research. It deals with the status of these pupils in the class. What is their attitude and how they are motivated for school work. It traces how is the process perceived by pupils themselves, by thein schoolmates and thein parents. Perception of their problems by classmates and their parents. It reflects how the choice of the strategy affects the level of professional competence and teaching style of the teacher. It describes the benefits and risks associated with the integration of children with learning disabilities in the common classroom. It maps the possible strategies of differentiation and individualization of teaching methods and strategies that support students with learning disabilities an specific behavioral. It deals with the requirements for the competence of teachers. Keywords: inclusion, individualization, work methods, language and communication skills, a student with learning disabilities and behavior

Mokiniai, turintys kalbėjimo, kalbos ir komunikacijos sutrikimų, mokydamiesi bendrojo lavinimo mokyklose, susiduria su specifiniais sunkumais, kuriuos lemia sutrikę ar nepakankamai išlavinti kalbiniai gebėjimai. Jiems turi būti teikiama individualizuota, mokinių poreikius atitinkanti pagalba. O vienas iš svarbių pagalbos teikėjų – mokytojas. Iškelta hipotezė, kad pedagogai bendradarbiaudami su mokyklos logopedais, kitų institucijų specialistais aktyviai dalyvauja vaikų, turinčių kalbėjimo, kalbos ir komunikacijos sutrikimų, ugdymo procese bei teikiant jiems pagalbą įveikiant šiuos sutrikimus. Atliktas empirinis tyrimas, kurio tikslas – išsiaiškinti pedagogų požiūrį į mokinius, turinčius kalbėjimo, kalbos ir komunikacijos sutrikimų bei jų taikomus ugdymo metodus, bendradarbiavimo su kitais specialistais aspektus. Siekiant užsibrėžto tikslo tyrimui naudota anketa bei interviu. Tyrime dalyvavo 100 pradinių klasių pedagogų iš įvairių miesto pradinių bei vidurinių mokyklų. / Pupils with speech, language and communication disorders in secondary schools face specific difficulties caused by impaired or underdevelopped language skills. Students must be given individualized support. And one of the major donors is the teacher. The hypothesis shows that teachers in collaboration with the school speech therapists and other specialists from different institutions actively participate in children‘s with language and communication disorders educational process and assist them in dealing with these problems. An empirical study is made to find out teachers' approach to students with speech, language and communication disorders. In order to achieve the objective study a questionnaire and an interview are used. The study involved 100 primary school teachers from various primary and secondary schools in town.

Sammanfattning Alla barn i förskolan har rätt till en stimulerande språkutveckling, att kunna uttrycka känslor, behov och känna delaktighet i det sociala samspelet. Syften med denna studie är att ge en övergripande bild över hur teckenanvändning i förskolan kan stimulera barns språkutveckling oavsett svårigheter och vad pedagogerna har för inställningen till metoden ur ett sociokulturellt inkluderande perspektiv. Tidigare forskning visar att det finns positiva effekter av att använda sig av tecken som ett komplement för att förstärka talspråket, speciellt för språksvaga barn. Det har framför allt fått konsekvenser för begreppsutvecklingen och ordförståelsen som innefattas i förskolans styrdokument. Tillvägagångssättet i studien var kvantitativ metod i form av en digital enkätundersökning som skickades ut till förskolor runt om i landet. Resultatet visade att majoriteten av pedagogerna hade en positiv inställning till användandet av tecken och att deras uppfattningar stämde överens med det som tidigare forskning påvisat. Avslutningsvis behöver mer forskning inom området utföras för att kunna säkerställa fördelarna i ett längre perspektiv. / Abstract All children in preschool are entitled to a stimulating language development process; to be able to express their feelings, needs and be actively involved in social interaction. The purpose of this study is twofold: Firstly, to deepen the understanding of how signing can stimulate children's language development complementary to speech in preschool regardless of difficulties in speech. Secondly, to investigate teachers’ attitudes to and opinions on the method from a socio-cultural theory and in inclusion perspective. Previous research shows that there are many benefits of using signing as a method to enhance the spoken language, especially for children with special needs. Signing has proved especially significant for improving literacy and language skills, which are important components of the pre-school curriculum. The approach in this study was a quantitative method produced as a digital questionnaire sent to different preschools around Sweden. The results showed that the majority of the educators saw positive effects of using signing as a complement to speech, which is consistent with previous research. In conclusion, further research needs to be conducted on the topic to be able to identify the long-term benefits.

The pragmatic language level in junior school pupils is the subject of the Master's thesis. The main object is to analyze the expression of the selected pupils with autism disorder, focusing on the pragmatic language level and then suggest other consecution for the practical use. The ultimate target is to analyze verbal, nonverbal and paralinguistic aspects of their speech. The theoretical part is focused on the process of communication, each language levels, and impaired communication ability. There is also theoretical knowledge about the autistic spectrum disorders, especially the terminology, etiology, symptomatology and the particular types of the disorders. The last part is based on the specification of the speech of pupils with the autistic spectrum disorder and the possibility of other development in this area, for example how to use the alternative and augmentative communication. The empiric part includes the qualitative research that analyses pragmatic language level of the selected pupils within the autistic spectrum. The analysis of the research, the observation of the participant, and the semi-structured dialog with the mother and the child are used to elaborate the research. KEYWORDS disorders of the autistic spectrum, autism, pragmatic language level, communication, impaired...

Hannah Arendt est très célèbre comme historienne d’idées (Les origines du totalitarisme), largement connue comme théoricienne politique (ses essais) et considérée comme philosophe (Condition de l’homme moderne, La vie de l’esprit). Ces dernières années, les spécialistes allemands d’Arendt ont mis également en relief son intérêt pour la littérature. Cette thèse met pour la première fois en évidence de manière systématique les divers aspects concrets du rapport d’Arendt à la poésie : tant ses textes sur la poésie et la littérature de différents auteurs, que ses textes théoriques sur la poésie et finalement ses propres poèmes. / Hannah Arendt is very famous as historian of ideas (Origins of totalitarism) and reknowned as political theorist (her essays) and as philosopher (The human condition, The life of the mind). The last years german scholars working on Arendt have brought out interest on Arendt and literature. For the first time this thesis stresses systematically different aspects on Arendt’s relation to poetry : her texts on poetry and literature of different authors as well as her theoretical texts on poetry and finally her own poetical texts.