El presente estudio tiene como objetivo analizar la relación entre los estilos de afrontamiento y adaptación cognitiva en madres de hijos con Síndrome de Down. Se tomó una muestra conformada por (N= 44) madres de entre 26 y 63 años, que cumplen un rol de cuidador y un 52% trabaja o tiene una ocupación. Se empleó un muestreo no probabilístico de tipo bola de nieve mediante las redes sociales, la aplicación virtual de los cuestionarios respectivos: ficha sociodemográfica, el Cuestionario de Estimación de afrontamiento (COPE) y la Escala de Adaptación cognitiva para Síndrome de Down (ACODOWN). Los resultados encontrados muestran relaciones moderadas y grandes en el área de percepción (- .32 < rw < - .62) mientras que en el área de problema y emoción se encontraron pequeñas y triviales (.02 < rw < .22), al igual que la implicación directa con el recibir apoyo que cumple un factor vital. / The present study aims to analyze the relationship between coping styles and cognitive adaptation in mothers of children with Down syndrome. The sample consisted of (N= 44) mothers between 26 and 63 years of age, who are caregivers and 52% of whom work or have an occupation. A non-probabilistic snowball sampling was used through social networks, the virtual application of the respective questionnaires: sociodemographic card, the Coping Coping Estimation Questionnaire (COPE) and the Cognitive Adaptation Scale for Down Syndrome (ACODOWN). The results found show moderate and large relationships in the area of perception (- .32 < rw < - .62) while in the area of problem and emotion small and trivial relationships were found (.02 < rw < .22), as was the direct involvement with receiving support that fulfills a vital factor. / Tesis

Title: Swimming instruction of mentally handicapped individual and his/her integration - Down's syndrome The diploma thesis deals with a mentally handicapped individual suffering from the Down's syndrome and his/her integration in the preparatory swimming instruction. In practice this includes the execution of preparatory swimming instruction, registration of gradual acquiring of basic swimming skills, evaluation of input and output swimming skills. Key terms: Down's syndrome, mental affliction, swimming instruction, movement activity, movement skills, movement capabilities, integration, basic swimming skills.

The subject of the diploma thesis concerns the integration of mentally handicapped individuals into the group of standard population in the course of preparatory training of swimming. The aim of the thesis is the evaluation and charting of the problem of the Down syndrome and on the basis of the results the proposal and verification of the conception of integration of the handicapped person. The theoretical part of the diploma thesis is based upon the characteristics of the specific traits of mentally handicapped individuals, it explains the terms of the Down syndrome, it explains the integration of mentally handicapped individuals, and it informs about the swimming as a means of integration into the society. The practical part of the diploma thesis described the course of the research work, it characterizes the studied group of individuals, it includes the results of testing (Štochl, 2002) and it registers the acquiring of the respective aptitudes. The results are evaluated by verbal description as well as by the form of graphs. The practical part includes also the preparation of the conception of social integration of mentally handicapped individuals, which has been prepared on the basis of analysis of specialized literature and on the basis of practical and theoretical experience. The conception includes...

Diploma thesis Assistance to the handicapped people and their families deals with demanding challenges which parents with children born with handicap are faced. Concerning the exacting situations that aren't one - time but long-term, parents are grateful for each support or help. Therefore a sensitive assistance to these families is very important. To make it effective, it's necessary to understand both thinking, feelings, handicapped child's needs and members of their broad surroundings. That's why this thesis occupies with challenging life situations, stress and stress coping in general, child's handicap, accepting this child and related unexpected new situations by parents. The thesis deals with issues related to children with autism and with Down's syndrome. It presents significant role of support for children with handicap and their families provided by the self-governed associations and groups. It occupies with assistance to these families with handicapped children by means of challenge for pastoral work and evangelization. Key words: Stress, demanding situation, handicap, family, autism, Down's syndrome, pastoral work, assistance, self-governed associations, social network.

The thesis tries to contribute to spread the consciousness about the people who had learning disabilities and who lived during the normalization. In our contemporary history this group was marginalized. The aim of this thesis is to try if and how the environment and living conditions of these people in the institutional care changed during the years 1969 - 1992. The research was realised by the oral history and worked with five testimonies of women who live in different parts of the Czech Republic and who worked with people with learning disabilities before 1989 and also in the nineties. The other sources which I used were publications devoted to special education. These publications contain the short process of evolution of care of people with learning disabilities. I used the publications which were published during the years 1969 - 1992 and also those which were published after 1989. The basic area of topics in the thesis includes the daily routine in the institutional care, the education (institutional and also non-institutional), employment, financial matters and the leisure time of people with learning disabilities. The others are: the view of the majority society to these people and how the special teachers were educated. The final chapter reflects the changes occurred after November 1989....

Law / LL.M.

Manual signs are an augmentative and alternative communication mode which enables and facilitates communication for persons with impairments in speech, language and hearing. There are different ways of teaching signs to persons with intellectual disabilities. One of them is milieu teaching, which is a method where the teaching takes place in natural settings. This method has proven to give good results in generalization and maintenance. Teaching signs to staff in groups has been shown to be effective. The purpose of the present study was to investigate whether sign intervention affected the number of signs and the number of different signs, used by two persons with Down’s syndrome and eleven staff on a day center. The study was carried out as a single-subject design. A sign intervention was conducted at the day center with the two participants with Down’s syndrome. They were educated individually with a procedure inspired by milieu teaching. When the intervention with the two participants was terminated, the staff was educated in a group format. The number of signs and the number of different signs used by the two participants with Down’s syndrome and the staff were registered. The sign intervention with the two participants led to an increased use of signs for one of them and the sign intervention with the staff led to an increased use of signs for the staff together with one of the participants. The main reason for why the sign intervention was effective for one of the two participants with Down’s syndrome and for one group of staff, but not for the other participant or the other group of staff, seems to be that the participants use of signs had an impact on each other. One of the participants with Down’s syndrome and one group of staff seems to have had a positive impact on each others use of signs. The intervention also seems to have been too short and therefore has not given effect for all of the participants.

Law / LL.M.

Past research has shown that one of the most traumatic emotional experiences parents face is the diagnosis of having a child with barriers to learning. For various reasons they do not always receive the necessary follow-up professional support after diagnosis. This study was undertaken with the specific aims of identifying various coping skills that enable these parents to raise their children to their full potential, to determine the value of these coping skills for parents, to identify strengths, weaknesses, opportunities and threats in such households and to make recommendations on appropriate approaches and strategies. The study revealed that parents are able to make changes in their approach and behaviour to adapt to the new stressful environment. Restraining factors having a negative impact on the functioning of parents or families have been identified, together with identification of various opportunities and driving forces that serve as the foundation for mitigating, accepting and dealing with the problem. Based on these findings, recommendations are made to provide guidelines to advise and support parents in raising children with barriers to learning. / Educational Studies / M.Ed. (Guidance and Counselling)

Past research has shown that one of the most traumatic emotional experiences parents face is the diagnosis of having a child with barriers to learning. For various reasons they do not always receive the necessary follow-up professional support after diagnosis. This study was undertaken with the specific aims of identifying various coping skills that enable these parents to raise their children to their full potential, to determine the value of these coping skills for parents, to identify strengths, weaknesses, opportunities and threats in such households and to make recommendations on appropriate approaches and strategies. The study revealed that parents are able to make changes in their approach and behaviour to adapt to the new stressful environment. Restraining factors having a negative impact on the functioning of parents or families have been identified, together with identification of various opportunities and driving forces that serve as the foundation for mitigating, accepting and dealing with the problem. Based on these findings, recommendations are made to provide guidelines to advise and support parents in raising children with barriers to learning. / Educational Studies / M.Ed. (Guidance and Counselling)