Syftet med studien är att beskriva några lärares perspektiv på hur grundsärskoleelever påverkas av att vara inkluderade i grundskolan. För att samla in data till studien har den kvalitativa forskningsintervjun använts som metod. Studien bygger på sju intervjuer med grundsärskolelärare och grundskollärare som undervisar grundsärskoleelever som är helt eller delvis inkluderade i grundskolan. Den teoretiska utgångspunkten för studien är Nilholms (2007) beskrivning av tre perspektiv på specialpedagogik, det kompensatoriska perspektivet, det kritiska perspektivet och dilemmaperspektivet. Resultatet av studien visar att det finns flera faktorer som påverkar grundsärskoleelevers inkludering i grundskolan. De faktorer som framträder i studien är organisatoriska faktorer, lärares påverkansfaktorer, såsom deras attityder och kunskaper om inkludering, elevers sociala utveckling och kunskapsutveckling, samt elevers uttryck för påverkan av inkluderingen. I resultatet synliggörs att det finns både möjligheter och svårigheter för eleverna att vara inkluderade, men svårigheterna är övervägande. Den slutsats som kan dras av studien är att det finns stora utvecklingsmöjligheter kring grundsärskoleelevers inkludering i grundskolan. Utvecklingen måste ske på alla nivåer i skolsystemet för att skapa förutsättningar för denna process. I utvecklingsprocessen kommer det att finnas ett behov av speciallärarprofessionen som ser till elevernas individuella behov. / The purpose of the study is to describe the perspectives of some teachers on how students in special schools are affected by being included into regular schools. The method used to collect the data has been that of the qualitative research interview. The study is based on seven interviews with teachers at special schools and teachers at regular schools who work with students with intellectual disabilities that are completely or partly included in the regular schools. The theoretical basis for the study is Nilholm´s (2007) description of three perspectives on special education, the compensatory perspective, the critical perspective and the dilemma perspective. The result of the study shows that there are multiple factors affecting the inclusion of students with intellectual disabilities in the regularly schools. The factors emerged in this study are: the school organization, the impact of teachers, such as their attitudes towards and knowledge of the practice of inclusion, the development of social and cognitive skills of the students, as well as the students’ expressions of affection. The results of the study show both possibilities and obstacles for including students with learning disabilities, but the obstacles are greater. The conclusion to be drawn from this study is that there exist great possibilities for the development of inclusion of students with intellectual disabilities in the regular school. The development is necessary on all levels of the school system in order to create the conditions for successful inclusion. In this process there will be a demand for special education teachers who are able to assess the individual needs of these students.

Thousands of animal experiments have demonstrated that androgenic hormones, such as testosterone, during the prenatal and early postnatal periods, masculinise and defeminise various neural and behavioural characteristics that differ by sex. Can these findings from animal experiments be generalised to human behaviour? Can early androgen exposure shape subsequent gender-related disorders in humans? Chapter 1 (Introduction) provides an overview of the literature. Chapter 2 (Kung et al., 2016a) is the first study to demonstrate that testosterone concentrations in saliva samples collected during the early postnatal testosterone surge at 1 to 3 months of age can negatively predict subsequent expressive vocabulary size (how many words a child can say) during toddlerhood. Notably, males typically have a smaller expressive vocabulary than do females during toddlerhood and a small expressive vocabulary is predictive of subsequent language difficulties, such as dyslexia and stuttering, which are more common in boys. Chapters 3 (Kung et al., 2016b) and 4 (Kung et al., 2016c) evaluate a popular theory of autism, the extreme male brain theory, which argues that heighted androgen exposure during early development causes the male preponderance in autism. To test the hypothesised relationship, Chapters 3 and 4 use different measures and study populations, including testosterone concentrations in amniotic fluid samples obtained prenatally and saliva samples obtained during the early postnatal testosterone surge in typically developing children, as well as examining the adjustment in children exposed to unusually high levels of androgens prenatally due to congenital adrenal hyperplasia (CAH), a rare clinical condition occurring in approximately 1 in 18,000 births. Findings from these two chapters converge to show that any relationship between early androgen exposure and subsequent development of autistic traits is small, non-existent, or unreliable, providing a much-needed clarification of the role of early androgen exposure in the aetiology of autism. Using data from a general population study, Chapter 5 (Kung et al., 2018a) is the first study to show that male-typical play behaviour in early childhood, a trait that has been linked to increased early androgen exposure in previous research, can positively predict adolescent physical aggression, which is typically higher in males than in females. This positive association between play and aggression supports potential influences of early androgen exposure, as well as socio-cognitive influences involved in gender development. Chapter 6 (Kung et al., 2018b) is the first study to compare emotional and behavioural adjustment in children with CAH, their unaffected siblings, and children in the general population. Findings from this chapter suggest that although within the families with a child with CAH there are generally no differences in emotional or behavioural problems between boys or girls with CAH and their unaffected same-sex siblings, both girls with CAH and their unaffected sisters are at risk of developing behavioural problems when compared with girls in the general population. Familial influences and social stigma may contribute to this gender-specific pattern of behavioural adjustment. Finally, Chapter 7 (Discussion) integrates the findings and previous research and provides directions for further research. Chapter References Chapter 2 Kung, K. T. F., Browne, W. V., Constantinescu, M., Noorderhaven, R. M., and Hines, M. (2016). Early Postnatal Testosterone Predicts Sex-Related Differences in Early Expressive Vocabulary. Psychoneuroendocrinology, 68, 111-116. Chapter 3 Kung, K. T. F., Constantinescu, M., Browne W. V., Noorderhaven, R. M., and Hines, M. (2016). No Relationship Between Early Postnatal Testosterone and Autistic Traits in 18 to 30-Month-Old Children. Molecular Autism, 7:15. Chapter 4 Kung, K. T. F., Spencer, D., Pasterski, V., Neufeld, S., Glover, V., O'Connor, T. G., Hindmarsh, P. C., Hughes, I. A., Acerini, C. L., and Hines, M. (2016). No Relationship Between Prenatal Androgen Exposure and Autistic Traits: Convergent Evidence from Studies of Children with Congenital Adrenal Hyperplasia and of Amniotic Testosterone Concentrations in Typically-Developing Children. Journal of Child Psychology and Psychiatry, 57, 1455-1462. Chapter 5 Kung, K. T. F., Li, G., Golding, J., and Hines, M. (2018). Preschool Gender-Typed Play Behavior at Age 3.5 Years Predicts Physical Aggression at Age 13 Years. Archives of Sexual Behavior, 47, 905-914. Chapter 6 Kung, K. T. F., Spencer, D., Pasterski, V., Hindmarsh, P. C., Neufeld, S. A. S., Hughes, I. A., Acerini, C. L., and Hines, M. (2018). Emotional and Behavioral Adjustment in 4- to 11-Year-Old Boys and Girls with Classic Congenital Adrenal Hyperplasia and Unaffected Siblings. Psychoneuroendocrinology. 97, 104-110.

Dissertation (Ph.D.)-- University of Texas Southwestern Medical Center at Dallas, 2006. / Vita. Bibliography: pp. 163-184.

Introdução: A prevalência dos Transtornos Globais do Desenvolvimento (TGD) ou Transtornos Invasivos do Desenvolvimento (TID) tem sido descrita em 1% da população. A maioria dos estudos não sugere diferenças epidemiológicas entre as diversas culturas, entretanto, esses estudos têm sido realizados apenas na América do Norte e Europa. Para a realização de estimativas epidemiológicas sobre os TGD/TID, é importante que existam instrumentos devidamente validados em outras culturas. Objetivo: Tradução, retro-versão, adaptação cultural e validação da Autism Screening Questionnaire ou Social Communication Questionnaire, versão Lifetime, para a língua portuguesa e uso no Brasil. Método: Foi selecionada uma amostra inicial de 120 indivíduos, dividida em 3 grupos de 40 pacientes cada: pacientes com diagnóstico clínico de TGD/TID, com diagnóstico clínico de Síndrome de Down e com outros transtornos psiquiátricos. O questionário foi aplicado aos responsáveis legais dos indivíduos. Padrões de um questionário auto-aplicável foram seguidos. As medidas psicométricas do questionário, na sua versão final, foram testadas. Resultados: Valores de sensibilidade de 92,5% e especificidade de 95,5% foram encontrados para uma pontuação de 15. Esse escore teve valor discriminativo para os sujeitos com características de TGD/TID. A validade interna para o total de questões foi de 0,895 para o Alpha de Cronbach, e de 0,896 para o KR-20. Houve uma variação de 0,6 a 0,8 para ambos os coeficientes. Os valores de confiabilidade (Kappa) obtidos pelo teste e re-teste demonstraram que a maioria das questões obteve alta concordância. A análise fatorial com 3 fatores explicou 33,801% do total de variância. Conclusões: A versão final do instrumento de pesquisa traduzido e adaptado à cultura brasileira apresentou propriedades de medida satisfatórias, demonstrando ser de fácil aplicação, além de ser uma ferramenta útil para a realização de rastreamento diagnóstico em indivíduos com TGD/TID. / Introduction: The prevalence of pervasive developmental disorders (PDD) in world population is around 1%. Although studies do not suggest any modification of this prevalence in relation to ethnical differences, there are no studies describing the prevalence of PDD in other cultures but the northern hemisphere. It might be important to get efficient and validated diagnostic instruments in order to have that yet unknown prevalence. Objective: To translate into Portuguese, back-translate, culturally adapt and validate the Social Communication Questionnaire (Lifetime version), which is a screening instrument for pervasive developmental disorder (PDD), for use in Brazil. Method: A sample of 120 patients was selected and then divided in three different groups of 40. These groups were: patients with a clinical diagnosis of PDD, with Down Syndrome and with other psychiatric disorders. The selfreport questionnaire was applied to the patients legal guardians. Psychometric measures of the translated questionnaire final version were tested. Results: The score of 15 had a sensitivity of 92.5% and specificity of 95.0%. This same score was a cut-off point for the diagnosis of PDD. Internal validity for all 40 questions was 0.895 for Alpha, and 0.896 for KR-20, both coefficients ranging from 0.6 to 0.8. Test and retest reliability values (Kappa) showed that strong agreement in most of the questions. Conclusions: The final version of this instrument, which was translated into Portuguese and also adapted to Brazilian culture, had satisfactory measurement properties. It was an easy-to-apply and useful tool for the diagnostic screening of individuals with PDD

Introdução: A prevalência dos Transtornos Globais do Desenvolvimento (TGD) ou Transtornos Invasivos do Desenvolvimento (TID) tem sido descrita em 1% da população. A maioria dos estudos não sugere diferenças epidemiológicas entre as diversas culturas, entretanto, esses estudos têm sido realizados apenas na América do Norte e Europa. Para a realização de estimativas epidemiológicas sobre os TGD/TID, é importante que existam instrumentos devidamente validados em outras culturas. Objetivo: Tradução, retro-versão, adaptação cultural e validação da Autism Screening Questionnaire ou Social Communication Questionnaire, versão Lifetime, para a língua portuguesa e uso no Brasil. Método: Foi selecionada uma amostra inicial de 120 indivíduos, dividida em 3 grupos de 40 pacientes cada: pacientes com diagnóstico clínico de TGD/TID, com diagnóstico clínico de Síndrome de Down e com outros transtornos psiquiátricos. O questionário foi aplicado aos responsáveis legais dos indivíduos. Padrões de um questionário auto-aplicável foram seguidos. As medidas psicométricas do questionário, na sua versão final, foram testadas. Resultados: Valores de sensibilidade de 92,5% e especificidade de 95,5% foram encontrados para uma pontuação de 15. Esse escore teve valor discriminativo para os sujeitos com características de TGD/TID. A validade interna para o total de questões foi de 0,895 para o Alpha de Cronbach, e de 0,896 para o KR-20. Houve uma variação de 0,6 a 0,8 para ambos os coeficientes. Os valores de confiabilidade (Kappa) obtidos pelo teste e re-teste demonstraram que a maioria das questões obteve alta concordância. A análise fatorial com 3 fatores explicou 33,801% do total de variância. Conclusões: A versão final do instrumento de pesquisa traduzido e adaptado à cultura brasileira apresentou propriedades de medida satisfatórias, demonstrando ser de fácil aplicação, além de ser uma ferramenta útil para a realização de rastreamento diagnóstico em indivíduos com TGD/TID. / Introduction: The prevalence of pervasive developmental disorders (PDD) in world population is around 1%. Although studies do not suggest any modification of this prevalence in relation to ethnical differences, there are no studies describing the prevalence of PDD in other cultures but the northern hemisphere. It might be important to get efficient and validated diagnostic instruments in order to have that yet unknown prevalence. Objective: To translate into Portuguese, back-translate, culturally adapt and validate the Social Communication Questionnaire (Lifetime version), which is a screening instrument for pervasive developmental disorder (PDD), for use in Brazil. Method: A sample of 120 patients was selected and then divided in three different groups of 40. These groups were: patients with a clinical diagnosis of PDD, with Down Syndrome and with other psychiatric disorders. The selfreport questionnaire was applied to the patients legal guardians. Psychometric measures of the translated questionnaire final version were tested. Results: The score of 15 had a sensitivity of 92.5% and specificity of 95.0%. This same score was a cut-off point for the diagnosis of PDD. Internal validity for all 40 questions was 0.895 for Alpha, and 0.896 for KR-20, both coefficients ranging from 0.6 to 0.8. Test and retest reliability values (Kappa) showed that strong agreement in most of the questions. Conclusions: The final version of this instrument, which was translated into Portuguese and also adapted to Brazilian culture, had satisfactory measurement properties. It was an easy-to-apply and useful tool for the diagnostic screening of individuals with PDD

No description available.

The aim of this study is to provide increased knowledge about the experiences of some Swedish students with intellectual development disorder who are enrolled in compulsory school for pupils with learning disabilities and study according to that curriculum but attend school as integrated students. The study examines how these students understand opportunities and experiences of participation and inclusion in their learning environment and social existence based on self-perceived experiences. Furthermore, this study explores how inclusion and participation are manifested in the school environments. This study utilized a qualitative research design, micro-ethnography. The participants were one to three children aged 6-14 years with intellectual development disorders who are enrolled in compulsory school as integrated students. During the two-month-long study, we acted as participant observers making observations of the participants in the different school settings while simultaneously functioning as resources for the classes. We also engaged the participants in recorded conversations concerning points that needed to be clarified. Data were analyzed using four aspects of the Participation Model as well as two aspects from the Index of Inclusion. The results show that participants often had difficulty expressing themselves when commenting upon their participation experience. The participants almost always chose adult contact over contact with other children of the same age. Participants were allowed to make decisions that were respected, however, most of the decisions were decisions to not take part in an activity. Participants generally took part willingly in activities that required individual participation with some adult support. The school settings were generally very accepting of participants. A prerequisite for participation was support from adults and access to an adapted learning environment. Without various supports, it was difficult for participants to take part in many activities within the educational culture. It was difficult to discern participants' subjective feelings and experiences of inclusion through their own actions and words, as we were not able to observe participants reflecting upon this experience. Furthermore, it was difficult to ‌fit our data into a theoretical framework that allowed us to interpret inclusion. We observed multiple occasions where educators had plans for inclusion for an activity, however, often the execution of the activity led to exclusion of participants. Much of the inclusion was in the physical form of help from other students as well as staff who removed barriers to learning and participation. Furthermore, we observed that all adults in the school environment provided support for students to feel included by being valued and allowing participation on their own terms.  By utilizing the integrated students’ voices about participation and inclusion, this study can exemplify the challenges and difficulties of achieving inclusion and participation for all students in a School for All and hopefully provide schools with direction in both the development and improvement for all students within the fields of inclusion and participation. / Syftet med studien är att bidra till ökad kunskap om självupplevda erfarenheter hos några svenska elever med intellektuell funktionsnedsättning. Eleverna är inskrivna i grundsärskolan och studerar enligt särskolans läroplan och går som integrerade elever i grundskolan. I studien undersöks hur dessa elever, i handling och med egna ord, gavs möjlighet att förstå och erfara delaktighet och inkludering i sin lärmiljö och sociala samvaro utifrån självupplevda erfarenheter. Vidare undersöktes hur inkludering och delaktighet demonstreras i skolmiljöerna. Studien är en kvalitativ mikroetnografisk forskningsdesign där urvalet är 1-3 barn i åldrarna 6-14 år med intellektuell funktionsnedsättning som går som integrerade i grundskolan. Studien genomfördes under en tvåmånadersperiod där vi agerade som deltagande observatörer och gjorde regelbundna observationer av deltagarna i olika skolmiljöer. Under studiens gång presenterade vi oss och agerade som resurser för klasserna. Vi engagerade också deltagarna i studien i enstaka uppföljande samtal om aspekter som behövde tydliggöras. Den insamlade datan analyserades utifrån delaktighetsmodellens fyra aspekter samt utifrån två aspekter från Index of Inclusion. Resultaten visar att deltagarna uppvisade svårigheter att uttrycka sig angående sina upplevelser av deltagande. Vidare visar resultaten att deltagarna oftast valde vuxenkontakt framför kontakt med andra barn i samma ålder. Deltagarna gavs möjlighet att fatta beslut som respekterades, men många av besluten var aktiva beslut att inte delta i en aktivitet. Deltagarna deltog oftast frivilligt i aktiviteter som krävde individuellt deltagande med visst vuxenstöd. De olika skolmiljöerna visade på hög grad av erkännande av deltagarna. En förutsättning för delaktighet var stödet från vuxna och tillgång till en tillgänglig lärmiljö. Utan olika stöd, var det svårt för deltagarna att delta i många aktiviteter inom undervisningskulturen. I studien var det svårt att skapa förståelse för deltagarnas känslor och erfarenheter av begreppet inkludering genom deras egna handlingar och ord eftersom vi inte kunde observera deltagare som reflekterade över denna subjektiva upplevelse. Vi fann det mycket svårt att försöka passa in vår data i ett teoretiskt ramverk som gjorde det möjligt att tolka inkludering. Vi observerade flera tillfällen där lärare planerade för inkludering i en aktivitet, som ofta ledde till uteslutning av deltagare i slutändan. Synliggörandet av inkludering visade sig i fysisk form genom hjälp från andra studenter samt lärare/personal som avlägsnade hinder för lärande och deltagande. Vi kunde konstatera att alla vuxna i skolmiljön gav sitt stöd för att få eleverna att känna sig inkluderade och delaktiga utifrån deras egna villkor. Genom synliggörandet av elevernas röster om delaktighet och inkludering kan denna studie exemplifiera utmaningarna och svårigheterna med att uppnå inkludering och delaktighet för alla elever i en skola för alla och förhoppningsvis ge skolor vägledning i både utveckling och förbättring för alla elever inom områdena inkludering och delaktighet.

A linguagem e a comunicação são processos fundamentais para o desenvolvimento humano. Mas longe de serem processos inatos ou maturacionais são processos sócio-históricos que se desenvolvem ao longo da vida. Dessa forma, quando as crianças chegam à idade escolar trazem com elas uma linguagem e comunicação oral não como produtos acabados, mas como processos sociais e em desenvolvimento Professores de séries iniciais muitas vezes são surpreendidos quando uma criança não fala, ficando sem ação, pois a expectativa deles é trabalhar apenas com a escrita. Eles pressupõem que oralidade já deveria estar desenvolvida em seus alunos. A escola tem papel fundamental nesse processo de alfabetização, mas também no desenvolvimento da linguagem como um todo incluindo as diversas formas de comunicação possíveis, pois, é de suma importância que a escola acolha todas as pessoas sem discriminações ou preconceitos. Esta pesquisa teve como foco principal propor ações mediadoras com uso de recursos e estratégias de CAA para promover o desenvolvimento da comunicação em sujeitos com TGD. As ações mediadoras foram embasadas nos pressupostos da Teoria Sócio-Histórica, focando em estratégias nas quais a interação vise à comunicação com recursos de CAA de baixa e alta tecnologia como foco principal. O presente trabalho estruturou-se como um estudo de caso (multicaso) de dois sujeitos incluídos nas séries iniciais do ensino fundamental na rede publica municipal da grande Porto Alegre. Ambos os sujeitos tem TGD, sendo que um tem diagnóstico de autismo e o outro de Síndrome de Cornélia de Lange (CdLS). Os resultados a serem apresentados mostram que é possível a utilização da CAA no processo do desenvolvimento de sujeitos não oralizados com TGD, pois, de forma geral, percebe-se que no final da pesquisa os sujeitos ampliaram suas formas de comunicação graças ao uso da CAA. Os indícios de intencionalidade de comunicação que emergiram nos sujeitos com TGD, quando utilizadas ações mediadoras com CAA, se ampliaram de forma significativa chegando os sujeitos a tornarem-se agentes intencionais em diversos momentos das interações. / Language and communication are key processes in human development. But far from being innate or maturational processes, they are socio-historical processes that develop throughout life. Thus, when children reach school age they bring with them the language and oral communication not as a finished product, but as a social process in development. Schoolteachers are often surprised when a child does not speak, and do not know what to do, because their expectation is to work only with writing. They assume that orality should have been already developed in their students. The school has a fundamental role in the process of literacy, but also in language development as a whole, including the various forms of possible communication. Therefore, it is essential that the school accepts all persons without discrimination or prejudice. This research aims to propose mediation actions through the use of resources and strategies of AAC to promote the communication development in subjects with PDD. The mediating actions were based on the principles of the Social-Historical Theory, focusing on strategies in which the interaction aimed at communicating with AAC features of low and high technology. This study was structured as a case study (multicase) of two individuals inserted in the initial grades of elementary public school at Porto Alegre. Both subjects have PDD; one was diagnosed with autism and the other with Cornelia de Lange Syndrome (CdLS). The results presented show that it is possible to use the AAC in the development process of individuals with PDD and with oral language issues because, in general, at the end of the study subjects increased their forms of communication through the use of AAC. The evidence of intentional communication that emerged in subjects with PDD when using mediation actions with AAC have expanded significantly, reaching the subjects and turning them into intentional agents at different times of the interactions.

A linguagem e a comunicação são processos fundamentais para o desenvolvimento humano. Mas longe de serem processos inatos ou maturacionais são processos sócio-históricos que se desenvolvem ao longo da vida. Dessa forma, quando as crianças chegam à idade escolar trazem com elas uma linguagem e comunicação oral não como produtos acabados, mas como processos sociais e em desenvolvimento Professores de séries iniciais muitas vezes são surpreendidos quando uma criança não fala, ficando sem ação, pois a expectativa deles é trabalhar apenas com a escrita. Eles pressupõem que oralidade já deveria estar desenvolvida em seus alunos. A escola tem papel fundamental nesse processo de alfabetização, mas também no desenvolvimento da linguagem como um todo incluindo as diversas formas de comunicação possíveis, pois, é de suma importância que a escola acolha todas as pessoas sem discriminações ou preconceitos. Esta pesquisa teve como foco principal propor ações mediadoras com uso de recursos e estratégias de CAA para promover o desenvolvimento da comunicação em sujeitos com TGD. As ações mediadoras foram embasadas nos pressupostos da Teoria Sócio-Histórica, focando em estratégias nas quais a interação vise à comunicação com recursos de CAA de baixa e alta tecnologia como foco principal. O presente trabalho estruturou-se como um estudo de caso (multicaso) de dois sujeitos incluídos nas séries iniciais do ensino fundamental na rede publica municipal da grande Porto Alegre. Ambos os sujeitos tem TGD, sendo que um tem diagnóstico de autismo e o outro de Síndrome de Cornélia de Lange (CdLS). Os resultados a serem apresentados mostram que é possível a utilização da CAA no processo do desenvolvimento de sujeitos não oralizados com TGD, pois, de forma geral, percebe-se que no final da pesquisa os sujeitos ampliaram suas formas de comunicação graças ao uso da CAA. Os indícios de intencionalidade de comunicação que emergiram nos sujeitos com TGD, quando utilizadas ações mediadoras com CAA, se ampliaram de forma significativa chegando os sujeitos a tornarem-se agentes intencionais em diversos momentos das interações. / Language and communication are key processes in human development. But far from being innate or maturational processes, they are socio-historical processes that develop throughout life. Thus, when children reach school age they bring with them the language and oral communication not as a finished product, but as a social process in development. Schoolteachers are often surprised when a child does not speak, and do not know what to do, because their expectation is to work only with writing. They assume that orality should have been already developed in their students. The school has a fundamental role in the process of literacy, but also in language development as a whole, including the various forms of possible communication. Therefore, it is essential that the school accepts all persons without discrimination or prejudice. This research aims to propose mediation actions through the use of resources and strategies of AAC to promote the communication development in subjects with PDD. The mediating actions were based on the principles of the Social-Historical Theory, focusing on strategies in which the interaction aimed at communicating with AAC features of low and high technology. This study was structured as a case study (multicase) of two individuals inserted in the initial grades of elementary public school at Porto Alegre. Both subjects have PDD; one was diagnosed with autism and the other with Cornelia de Lange Syndrome (CdLS). The results presented show that it is possible to use the AAC in the development process of individuals with PDD and with oral language issues because, in general, at the end of the study subjects increased their forms of communication through the use of AAC. The evidence of intentional communication that emerged in subjects with PDD when using mediation actions with AAC have expanded significantly, reaching the subjects and turning them into intentional agents at different times of the interactions.

This thesis aims on care for child with autism in family. First part is about psychological aspects and sums up klasification autistic disorder, diagnosis and importance of way how is diagnosis told to parents of disabled child. Furthermore this part charakterizes influence caring for child with autism on psychologic health of parents, discuses risks and protective factors which are important in overcoming problems that are connected with this situation. Second part describes social aspects which may influence decesion making of parents about way of caring for child with autism. There are explained opinions of public and church. Special attention is placed on families needs caring for child with autism. Third part discuses parental dilema in decesion about way of how to manage care for their child with autism and exlains some ethical issues of these decesions. There are a lot of factors determinating decesions of parents and the same factors can influence different families in completly different ways. If we sum up theoretical informations and practical experiences we can say that decesion of parents about care for their child cannot be objectively judged, it can be only accepted.