Syfte: Syftet med denna studie var att beskriva arbetsterapeuters erfarenheter av lek som aktivitet tillsammans med barn med flerfunktionsnedsättning. Metod: Studien genomfördes som en kvalitativ intervjustudie med semistrukturerade intervjuer. Det var nio arbetsterapeuter som intervjuades via Zoom eller Teams. Vid analysen av intervjuerna användes kvalitativ innehållsanalys. Resultat: Lek var huvudaktiviteten för barn enligt arbetsterapeuterna. De beskrev leken som komplex, och barn med flerfunktionsnedsättning stod inför större utmaningar än andra barn att uppnå en delaktighet och samspel i lek. Hindren som beskrevs var skillnader i utvecklingsnivå, förmåga att kommunicera eller omgivande fysiska och sociala aspekter. Arbetsterapeutens roll för barnets lek beskrevs olika. En del såg leken som en aktivitet som var avgörande för barnets livskvalitet och att leken borde utgå ifrån vad barnet tyckte var kul, andra såg leken som en aktivitet som främst specialpedagogen hade som ansvarsområde eller som ett sätt att uppnå ett mål i träningen eller i en intervention. Vuxna beskrevs vara en viktig möjliggörare för leken men det fanns även en risk att den vuxne kunde bli som en barriär mellan barnet och jämnåriga. Därmed blev barnet ofta en iakttagare i lek istället för delaktig. Kulturella skillnader kunde påverka synen på lek, och ekonomiska skillnader kunde försvåra för föräldrar att införskaffa leksaker. Föräldrar kunde därav behöva stöd att prioritera sin tid och energi, och för att hitta lämpliga leksaker. Slutsats: Studien visade att vuxna var essentiella för att inkludera barn med flerfunktionsnedsättning i lek, och otillräckligt stöd kunde resultera i isolering och psykisk ohälsa. Författarna menar att studien skulle ge kunskap om hur arbetsterapeuter arbetade med lek för barn med flerfunktionsnedsättning och även ge inspiration till att arbeta med leken som en egen och avgörande aktivitet för dessa barn. Studien lyfte fram behovet av mer forskning om lekens roll och samhällets ansvar för att främja barnens välmående och delaktighet. / Aim: The aim of this study was to describe occupational therapists experiences of play as an activity together with children with multiple disabilities. Method: The study was conducted as a qualitative interview study with semi-structured interviews. It was nine occupational therapists who were interviewed through Zoom or Teams. In the analysis of the interviews a qualitative content analysis was used. Result: Play was the main activity for children according to occupational therapists. They described play as complex, and children with multiple disabilities faced greater challenges than other children in achieving participation and interaction in play. The obstacles described included differences in developmental level, ability to communicate or surrounding physical and social aspects. The role of the occupational therapist in the child’s play was described differently. Some saw play as an activity that was crucial for the child’s quality of life and believed that play should proceed from what the child found enjoyable, while others saw play as an activity primarily under the responsibility of the special educator or as a means to achieve a goal in training or intervention. Adults were described as important facilitators for play, but there was also a risk that the adult could become a barrier between the child and peers. Resulting in the child being an observer in play rather than a participant. Cultural differences could influence the view of play, and economic differences could make it difficult for parents to acquire toys. Therefore parents might have the need for support in prioritizing their time and energy, and in finding suitable toys. Conclusion: The study showed that adults were essential for including children with multiple disabilities in play, and insufficient support could result in isolation and mental health issues. The authors hoped that the study would provide knowledge about how occupational therapists worked with play for children with multiple disabilities and also inspire work with play as an independent and crucial activity for these children. The study highlighted the need for more research on the role of play and society’s responsibility to promote the well-being and participation of children.

Introduction: The arrival of a child with multiple disabilities (MD) in a family is a difficult situation. Increased stress of parents of (MD) is often related to the non-fulfillment of the needs, leads to frustration and deprivation that can result in serious health problems. The aim is the subjectively defined and described life with a child (MD), focusing on the needs of these parents resulting from the daily care of the child. Aim: Identify, describe and analyze the needs of parents of children with MD at an early age. Methods: Qualitative approach using the biographical narrative method. The research design is a case study. Methodological triangulation: three methods of collecting data: biographical curve, in-depth interview, Cantril's ladder. Results: all cases were compared with each other. 12 parents' needs were identified. The Cantril's ladder method found significantly unmet needs: Need for rest and Need for medical care. Conclusion: The main contribution of the work is to understand the individuality and needs of parents of children with multiple disabilities, as a possibility to provide purposefully individualized early intervention, to streamline the process of planning, implementation and evaluation of provided care and thus contribute to the quality of life of the whole family.

This diploma thesis deals with a view to the special pedagogical diagnostic issue accordance to the children with multiple disabilities. By these children whose disability is mostly the hardest character is making special pedagogical diagnostic as much as correct and accurate very difficult. This diagnostic is very important for developing an individual plan of a special pedagogical intervention. The work is focused on both the individual areas of special pedagogical diagnostic and the complex diagnostic tools. In these areas are mentioned the methods and the materials of a foreign literature which is possible to use with a group of children with multiple disabilities. In the second part of the thesis are developed the results of a survey which brings a practical look to this issue. All these collected knowledge and experience should have become the benefit which should have been a starting point for searching other partial methods. These methods are dealing, for now, with still newly making issue of special pedagogical diagnostics of children with multiple disabilities.

This thesis is focused on the play in children with multiple disabilities. The aim is to summarize theoretical bases and current findings in this topic, to help extend this findings and to highlight the importace of play for children with multiple disabilities. In the context of the theory, findings of research and methodologically oriented publications is a play in children with multiple disabilities explored through the case study, which involve the analysis of play four preschool children with multiple disabilities in children's daily rehabilitation care. The thesis attention to the specifics of play in children with multiple disabilities, how is development of play in these children is and what factors influence the development. This thesis provides information that can be used in practice for workers with children with multiple disabilities. Powered by TCPDF (www.tcpdf.org)

The diploma thesis deals with development and education in families with a child with dual sensory impairment, namely, from mother's point of view. The objective is to analyse stories of selected mothers of children with this particular disability, to explore the course of development and education involving deafblind children from different points of view (pedagogical, psychological etc.). The author of this thesis tries to find out about mothers' experiences and models of behaviour during pregnancy and afterwards. It focuses on acceptance of the disabled child within (and possibly outside) the family. In addition, the thesis explores reactions of mothers and others to a child with disability, it outlines the subsequent course of development and education in various periods of life. The particular emphasis is put on specific ways, by which these mothers developed their children during different activites (plays, conpensatory senses development, communication system development, independence of deafblind children etc.). It also describes developmental delays (emotional, social and cognitive functioning). Education options for deafblind are also mentioned. The stories are then compared to each other, as well as to selected literature from different countries. At the end of this thesis, practical...