The goal of my diploma thesis is introduce one of alternative direction {--} music therapy, to outline the sphere of specific learning and behavior disorders, and also to give a guide, how to apply components of music therapy during the work with children with these disorders. The thesis consists of two parts {--} a theoretical and practical part. The theoretical part focuses on defining key terms, such as music therapy, dyslexia, dysgraphia, dysortographia, dyscalculia, dyspinxia, dysmusia, dyspraxia. In my work I aim to clarify the question of ADHD and try to point out the relation of particular learning and behavior disorders. The practical part includes twenty activities that were made firstly according to a methodical manual written by M. Beníčková and Z. Vilímek, who use the Czech method of music therapy {--} Music of body, and secondly on the base of casuistry of two boys attending special practical school. Each activitiy should develop particular skills, comprises tools, motivation, its own description and analysis coming out of a practical accomplishment. The method of observing was used for the evaluation.

The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

The thesis deals with access schools and teachers to handicapped students. Theoretical part follows problems of pupils with special educational needs and its legislation, the concept of handicap and disability forms. I characterize from the forms of disability specific learning disorders, brain dysfunction and behavior disorders, cerebral palsy, autism and Asperger syndrome. The last chapter of this part focuses on the conditions, legislation, documents and statistical data in the field of disabled pupils integration. For the practical part I have set several goals: regarding the run of the lesson, teacher access and work of pupils with special educational needs; realize education with handicapped students to obtain my own experience; conduct interviews with teachers, with teacher's assistant, possibly with a special needs teacher in order to obtain an opinion of teaching staff to integrateion and obtain advice for access to pupils with special educational needs; through questionnaires for schools to determine the conditions for integration of handicapped pupils, and finally summarize the recommendations and create a handbook for teachers beginning to work with pupils with special educational needs.

The thesis deals with the problematic of specific behavior disorders. Despite the age some children keep suffering from complications which negatively influence their studies in the form of insufficient reading techniques, in the lower ability of text understanding and consequently disability to study the read material. The goal of the thesis is to suggest a number of recommendations how to help those children in the phrame of their integration to a common basic schoul course. Separate steps (form and frequency of correction, contents of corrections) are described in the individual educational plan.