The diploma with title Preparing the teachers for the integration of the children with autistic spektrum disorders into regular primary school aims in its theoretical part acquaint the reader with the concept of autistic spectrum disorders, the classification and individual characteristics closer disorders. It provides an overview of suitable approaches, forms and methods of work with these children, educational opportunities and further aims at integration into mainstream schools. In its research section it aims to penetrate deeper into the issue of preparing teachers to integrate pupils with autism and a description of its subsequent course. Based on qualitative research methods, namely semi-structured interviews and document research presents a collection of opinions, attitudes, experiences, recommendations and advice on how to integrate teachers and school principals, as well as opinions and attitudes of teachers who don't have experience with integration. The results of the investigation could be a base for further research of a quantitative nature.

This diploma thesis deals with the issue of inclusion of children with autism in pre-school education. It describes the concept of autism and its specificities, which can be significantly manifested in the inclusion of children in joint education up to the age of six. It points to the potential pitfalls that can arise in education and training. It explains concepts related to autistic spectrum disorders and discusses in detail the triad of impairments and related issues based on expert opinions. The thesis also shows different approaches and proven procedures for working with children with autism not only in kindergarten, but also for practice in the family. It describes different cognitive styles and other specifics that may arise in connection with autistic spectrum disorders and have a major impact on the child and his surroundings. It also includes personal examples from practice that illustrate the complexity and diversity of working with children with autistic spectrum disorder in kindergarten. In the second part of this work a case study is described, which can also serve as an example of good practice. It describes the class attended by two boys with autism. Part of the case study and a description of the climate detection program in the classroom designed for preschool children. This is...

Abstract The primary focus of this research project was an evaluation of the Group Stepping Stones Triple P parenting program for parents of a child with a disability. In addition there was an investigation into the similarities and differences in child behaviour and parenting experience, and program outcomes, for families of children with different developmental disabilities. While the Triple P Positive Parenting Program has an impressive evidence base (Sanders, 1999; Sanders, Markie-Dadds, Tully & Bor, 2000) and research indicates that the standard Stepping Stones Triple P Program is efficacious for different disability groups (Roberts, Mazzucchelli, Studman & Sanders, 2006) and for parents of children with Autistic Spectrum Disorders (Whittingham, Sofronoff, Sheffield & Sanders, 2009), to date the group version of Stepping Stones Triple P has not been comprehensively evaluated, nor the efficacy of the program evaluated when administered concurrently to parents of children with different developmental disabilities. Currently, there is a lack of participant-friendly, evidence-based group parenting programs that can be utilised in a cost-effective manner with all parents of children with disabilities. Many interventions have been designed specifically to cater to the requirements of a particular disability group. While there is some divergence in disability characteristics and in the experience of families of children with different disabilities, there is compelling evidence that many of the most challenging experiences faced by parents of disabled children (such as emotional and behavioural disturbance and delays in skill development) are shared by many disability populations (Raina et al., 2005; Bourke et al., 2008). Consequently there is empirical support for the implementation of a broad, skill-based parenting program for all parents of children with disabilities. The first study in this research project was a randomised controlled trial the Group Stepping Stones Triple P program for parents of children with Autism Spectrum Disorders (ASD), Down syndrome, other intellectual disabilities and Cerebral Palsy. Fifty-two families were included in this trial and were randomly allocated to treatment and wait-list control groups. The results demonstrate significant improvements in child behaviour and parenting difficulties that were maintained at follow-up six months later. For over a third of participants the change in child behaviour and parenting styles was clinically reliable (Jacobsen & Truax, 1991; Evans, Margison & Barkham, 1998). In addition, the majority of parents reported the attainment of their program goals following the intervention. The second study was a comparison of program outcomes for parents from different disability groups. The sample was divided into two groups; parents of children with ASD and parents of children with intellectual and physical disabilities. The results demonstrated significant improvements in child behaviour and parenting difficulties from pre- to post-intervention for both the ASD group and the Intellectual and Physical disability group. For a third of parents in the ASD group and over a third of parents in the Intellectual and Physical disability group, the changes were clinically reliable (Jacobsen & Truax, 1991; Evans et al., 1998). In addition, the means for both groups on the child behaviour, parenting style and parental psychological functioning variables were compared. The results indicated that there were some differences in child behaviour, parenting styles and parent distress between the two groups, and in the program goals set by parents. However, overall the results revealed no systematic differences in treatment outcomes across disability groups, demonstrating that the program was effective for families of children with ASD and families of children with Intellectual and Physical disabilities. Finally, a series of three case evaluations were conducted to examine program outcomes and differences in child behaviour and parenting experiences for the families of a child with ASD, Down syndrome and Cerebral palsy. The results of the case studies revealed significant improvements in child behaviour and parenting styles for all three families, along with high levels of program satisfaction and successful attainment of parenting goals. For all three families these changes in child behaviour and parenting style were clinically reliable (Jacobsen & Truax, 1991; Evans et al., 1998) and maintained at six-month follow up. The results also provided information about the similarities and differences in parenting experiences, child behaviour and program goals across the three disabilities. Overall, this research project has demonstrated that the Group Stepping Stones Triple P program is an effective parenting intervention for challenging behaviour and dysfunctional parenting in families of children with a range of developmental disabilities. The results of this research provide evidence to suggest that mixed disability group format used in the administration of the Group Stepping Stones Triple P program did not preclude positive program outcomes. Finally, the results of this research project indicate that there are many shared parenting experiencing across families of children with different disabilities and that regardless of observed differences in disability characteristics and family experiences, the Group Stepping Stones Triple P program is sufficiently flexible and comprehensive in its scope to meet the needs of families from different disability populations.

Made available in DSpace on 2014-06-11T19:26:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-02-24Bitstream added on 2014-06-13T19:33:15Z : No. of bitstreams: 1 martins_alb_me_sjrp.pdf: 586478 bytes, checksum: aa86803b63525f77a66d762d487c4983 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / As Doenças do Espectro Autístico incluem o Autismo, o Transtorno Invasivo do Desenvolvimento Sem Outra Especificação e a Síndrome de Asperger. A etiologia é muito discutida, devido a sua variação e complexidade. São doenças que se manifestam nos três primeiros anos de vida, com uma variação clínica que inclui comportamento ritualístico, fala ausente ou pouco desenvolvida, além de problemas graves de relacionamento. Em 5 a 37 % dos casos são observadas em comorbidade com outras afecções. Em indivíduos com estas doenças já foram descritas alterações em todos os cromossomos e há genes propostos como candidatos de estarem envolvidos na etiopatogenia. Também, há relatos de casos com alterações subteloméricas, especialmente deleções, envolvendo as extremidades distais dos braços longos dos cromossomos 2 e 22. Mais recentemente foram observadas mutações no gene SHANK3, que está localizado em 22q13.3, na população com Doenças do Espectro Autístico. Este trabalho apresenta os resultados de um estudo citogenético e molecular realizado em 48 indivíduos com doenças do espectro autístico. Foram estudados o cariótipo por bandamento GTG convencional, as regiões 2q37 e 22q13 pela técnica de bandamento GTG em alta resolução, os éxons 8 e 22 do gene SHANK3 por seqüenciamento direto. A análise cariotípica convencional e dos éxons 8 e 22 revelaram resultados normais. A análise em alta resolução de um indivíduo mostrou resultado com possível deleção em 2q37, que não foi confirmada por técnica complementar. O número restrito de pacientes estudados deve ser considerado, porém pode ser sugerido que alterações em 2q37, 22q13 e dos éxons 8 e 22 do gene SHANK3, sejam eventos mais raros do que se supunha em Doenças do Espectro Autístico e sua investigação pode ser indicada na triagem de pacientes e para o aconselhamento genético... / The autism spectrum disorders including autism, Pervasive Developmental Disorder Not Otherwise Specified and Asperger syndrome. The etiology is much debated due to its variation and complexity. These are disorders that are manifested in the first three years of life, with a clinical variant that includes ritualistic behavior, speech absent or poorly developed, in addition to serious relationship. In 5 to 37% of cases are observed in association with other diseases. In individuals with these diseases have been described changes in all chromosomes and genes are proposed as candidates to be involved in pathogenesis. Also, there are reports of cases with subtelomeric changes, especially deletions involving the distal ends of the long arms of chromosomes 2 and 22. More recently, mutations were observed in the gene SHANK3, which is located on 22q13.3, in the population with autism spectrum disorders. This paper presents the results of a cytogenetic and molecular study performed in 48 individuals with autistic spectrum disorders. We studied the karyotype by GTG conventional regions 2q37 and 22q13 by GTG banding technique in high resolution, the exons 8 and 22 SHANK3 gene by direct sequencing. The conventional karyotype analysis and exons 8 and 22 point normal results. The high resolution analysis of an individual with demonstrated results possible deletion in 2q37, which was not confirmed by complementary technique. The small number of patients should be considered, but may be suggested that changes in 2q37, 22q13 and exons 8 and 22 of the gene SHANK3, are more rare than previously thought on the autism spectrum disorders and their investigation may be indicated in screening of patients for genetic counseling of families is not justified. However, these investigations could be cited in this population when it is selected for the presence of dysmorphic features indicative of possible... (Complete abstract click electronic access below)

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This thesis deals with the education of autistic children. It is divided into ten chapters where further presents the history of autism, autistic spectrum disorders division, the diagnosis of autistic spectrum disorders, then focuses on the triad problem areas, which include communication, social behavior and imagination. Another chapter deals with the education of children with autism. The last chapter consists of methods for educating children with autism. In the practical part presents research that I conducted using a questionnaire. Furthermore, there are some interviews with experts on autism and teaching assistants.

Objet mineur des sciences sociales, la germanité en Europe est demeurée jusqu’à une période récente dans l’ombre de l’alliance et de la filiation. La relation de germanité est pourtant la relation de parenté a priori la plus longue à l’échelle d’une vie. Elle est également immuable et participe de la définition de la personne. Corollaire de cet apparent désintérêt : l’étude de la germanité occidentale n’est pas constituée en champ à proprement parler ; aucune unité théorico-méthodologique ne coalise les recherches existantes sur les frères et sœurs. Cette thèse poursuit donc deux objectifs indissociables : contribuer à la définition d’une anthropologie de la germanité en procédant à une analyse ethnographique de la germanité dans la France contemporaine au prisme des troubles du spectre autistique. Deux étapes préalables ont conditionné la mise en œuvre du premier objectif : (1) comprendre comment les sciences sociales – particulièrement l’anthropologie, le droit et la sociologie – se sont saisies des frères et sœurs pour (2) créer les conditions méthodologiques d’une approche anthropologique du rapport de germanité. Les deux premières parties de cette thèse traitent prioritairement de ces étapes. Le second objectif, consistant à saisir la germanité en pratique, s’est déployé à partir de l’hypothèse selon laquelle la présence au sein d’un groupe de germains d’un individu présentant des troubles autistiques offrait un prisme à travers lequel regarder les normes et pratiques contemporaines de la germanité. La troisième partie expose et met donc en regard un ensemble de cas construits au terme d’une enquête empirique mêlant pratiques d’entretien et d’observation. Contrairement à la filiation et à l’alliance, le rapport de germanité est peu déterminé par le droit. Il n’existe pas d’obligation mutuelle légale entre germains. Il est toutefois indéniable que des formes d’obligation morale s’expriment et se manifestent entre germains notamment lorsque l’un d’eux est en situation de vulnérabilité ou de dépendance. Cette thèse s’attache donc à décrire les ressors complexes de l’obligation morale à l’échelle des rapports de germanité. Elle rend compte des contradictions sur lesquelles se fonde le rapport de germanité dans la parenté française contemporaine et documente la façon dont ces contradictions trouvent à s’exprimer aux plans pratique et affectif dans l’exercice ordinaire de la germanité en présence d’un germain dépendant. / Siblingship in Europe is a minor part of social studies. Until recently, the subject was overshadowed by alliance and filiation. However, siblingship theoretically represents the lengthiest relation of kin throughout one’s life. It is also immutable and plays a part in the definition of the individual. As a corollary to this apparent indifference, the study of Western siblingship does not constitute a field per se. No unity of theory and methodology exists to bring together the existing research on brothers and sisters. This dissertation, therefore, has two inseparable objectives: to contribute to the definition of an anthropology of siblingship, with an ethnographic analysis of siblingship in contemporary France seen through the prism of autistic spectrum disorders. Two preliminary stages have influenced the implementation of the first objective: (1) understanding how social studies –especially anthropology, law and sociology– have engaged with the topic of brothers and sisters to (2) creating the methodological conditions of an anthropological approach of siblingship. The first two parts of this dissertation deal foremost with these stages. The second objective –understanding siblingship in practice– developed from this hypothesis: the presence of an individual displaying autistic disorders among a group of siblings offered a prism through which the norms and practices of contemporary siblingship could be observed. The third part presents and compares a body of case studies developed during an empirical survey involving interviews and observations. Unlike filiation and alliance, the law does not clearly outline siblingship. There are no legal mutual requirements between siblings. However, forms of moral obligations are undeniably expressed and manifested between siblings, particularly in situations of vulnerability or dependence. This dissertation undertakes a description of the intricate workings of moral obligation within siblingship. It reveals the contradictions upon which siblingship relationships are based in French contemporary kinship and documents how these contradictions are expressed in practice and in emotion in the ordinary exercise of siblingship in the presence of a dependent sibling.

My diploma thesis is focused on educational and pedagogical process of students with Rett Syndrome. In its theoretic part, I describe Rett Syndrome as a clinical picture and a diagnostics and a therapy. The practical part of the thesis focuses on three main aims: to determine a certain number of students with Rett Syndrome in the Czech Republic, further to discover these students{\crq} educational and pedagogical process, and finally, to demonstrate a concrete form of this process on two casuistries. All of aims were realized. What follows from my survey is that the students are mostly educated according to the educational Rehabilitation program used for remedial schools; this means that no specific educational and pedagogical program for the children with Rett Syndrome has been created so far. According to my observation, the girls are schooled in autistic classes or in classes of children with combined handicaps, also in special elementary schools and preschool institutions.

HOFMANNOVÁ, Romana. Autistic child starts a school attendance at a current elementary school. Čerské Budějovicee: University of South Bohemia, Pedagogical Faculty, Department of Pedagogy and Psychology, 2012, pp., Supervisor of the diploma thesis PhDr. Marta Franclová. My diploma thesis is focused on autism particularly on connection of autism and educational possibilities for persons with ASDs (Autistic Spectrum Disorders). My work consists of two parts. Theoretical part deals with theoretical informations about especially about expressions and qualification. Theoretical part contain autistic persons in CZ an about consultant services. Very important role plays Individual education plan. Second practical part is in a form of personal study.

Philosophiae Doctor - PhD / This thesis examined the difficulties experienced by Grade 6 isiXhosa-speaking learners in learning Natural Science through English as the medium of instruction at a primary school in the Western Cape. In 1994, South Africa became a democratic country where people were given the right to choose the language of learning and communication (Constitution of the Republic of South Africa, 1996). The assumption made in relation to the right to language was that this would provide equal opportunities and equal access to education for all learners. All learners would then be able to attain academic success. The study was pursued against the backdrop of the serious academic underachievement of African learners at schools around the country (often culminating in high matric failure rates), particularly in mathematics, science and technology (Probyn, 2005; Cleghorn, 2005; Taylor & Vinjevold, 1999). Following a mixed-method approach (involving both qualitative and quantitative research methods), within the constructivist paradigm, the study examined the various factors which act as barriers to learning and contribute to difficulties in learning Natural Science by Grade 6 isiXhosa-speaking learners in one school in the Western Cape. It also examined the coping strategies used in dealing with the barriers by both the learners and educators in order to address the learning difficulties. The study was conducted over a period of four months, spread over two years (2008 and 2009), in the Metropole Central Education District (MCED) of the Western Cape. The following participants were involved in the study: 205 Grade 6 learners (103 learners in 2008 and 102learners in 2009), 4 Natural Science educators (including 2 HODs), 1 principal, and 4 parents. The focus of the study was, however, on 26 isiXhosa-speaking learners (13 learners from each year in 2008 and 2009). The data were collected using the following research methods: questionnaires, classroom observation, document analysis, and interviews. The data were analysed through content analysis and (analysis of) language usage (including sentence construction), and were interpreted with respect to the study's research questions. The findings of the research revealed that language (including both the English language of learning and teaching or LOLT, and the language of science) was a major barrier to the learning of Natural Science by Grade 6 isiXhosa-speaking learners. The language barrier was exacerbated by factors within the teaching and learning context, the school environment, as well as by social factors in the learners' own home backgrounds. On the basis of the findings of the research and the related literature, the study makes recommendations regarding what could be done to address the difficulties, as well as proposals for future research. The key recommendations include: • Introducing a more flexible bilingual education policy to enable additive bilingualism to be practised by both learners and educators; • Compiling a list or glossary of words, concepts and terms that matter in Natural Science and ensuring that the learners fully understand their meaning and use them appropriately; • Educators constantly reflecting on their own teaching styles and practices in relation to their effectiveness and impact on their learners; • Educators constantly considering 'different and creative ways' of assessing learners for whom the English LOLT is not a home language; and • District Offices providing systemic support for schools and creating an enabling learning environment.