Chlapec s Aspergerovým syndromem
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Závěrečná práce se zabývá poruchami autistického spektra, konkrétně chlapcem s Aspergerovým syndromem. Cílem je charakterizovat chlapce s Aspergerovým syndromem a popsat jeho život v rodině a ve školním prostředí. Je rozdělena na teoretickou část a praktickou část. Teoretická část obsahuje šest kapitol. V první kapitole je charakteristika poruch autistického spektra, triáda narušených oblastí vývoje a vyjmenovány poruchy, které jsou řazeny do poruch autistického spektra. Druhá kapitola se zabývá charakteristikou Aspergerova syndromu, jeho historií a příznaky, které se u něho objevují. Třetí kapitola se zabývá symptomatikou typickou u Aspergerova syndromu - sociálním chováním, jazykem a řečí, zájmy a rituály. Čtvrtá kapitola popisuje nejčastější typické vnímání u lidí s Aspergerovým syndromem, obsahuje popis doslovného vnímání a celostního vnímání (neschopnost rozlišovat mezi informacemi v popředí a na pozadí). Pátá kapitola popisuje výchovně-vzdělávací proces u dětí s Aspergerovým syndromem, strukturované učení a jeho principy a základní principy výchovně-vzdělávacího programu. Šestá kapitola se zabývá péčí o děti s poruchou autistického spektra. Dále popisuje včasnou intervenci a její služby, předškolní péči, základní a střední vzdělání a dospělost lidí s poruchami autistického spektra. Praktická část obsahuje kazuistiky, které charakterizují chlapce s Aspergerovým syndromem. Je rozdělena na šest kapitol. Celkově sedmá kapitola obsahuje rodinnou anamnézu, osmá kapitola osobní anamnézu a devátá kapitola školní anamnézu chlapce s Aspergerovým syndromem. Tato kapitola se zabývá a popisuje chlapce od předškolního vzdělávání až po současnost, kdy chlapec navštěvuje 6. ročník běžné základní školy, kde má v současné době individuální vzdělávání. Desátá kapitola se zabývá metodou pozorování a jedenáctá kapitola rozhovorem. Dvanáctá kapitola obsahuje navrhovaná doporučení.
The final work deals with autism spectrum disorders, specifically a boy with Asperger's syndrome. The aim is to characterize a boy with Asperger's syndrome and describe his life in the family and in the school environment. It is divided into a theoretical part and a practical part. The theoretical part contains six chapters. The first chapter describes the disorders of the autism spectrum, the triad of disturbed areas of development and lists the disorders that are classified as autism spectrum disorders. The second chapter deals with the characteristics of Asperger's syndrome, its history and the symptoms that appear in it. The third chapter deals with the symptoms typical of Asperger's syndrome - social behavior, language and speech, interests and rituals. The fourth chapter describes the most common typical perceptions in people with Asperger's syndrome, contains a description of literal perception and holistic perception (inability to distinguish between foreground and background information). The fifth chapter describes the educational process in children with Asperger's syndrome, structured learning and its principles and the basic principles of the educational program. The sixth chapter deals with the care of children with autism spectrum disorder. It also describes early intervention and its services, preschool care, primary and secondary education and the maturity of people with autism spectrum disorders. The practical part contains case reports that characterize boys with Asperger's syndrome. It is divided into six chapters. The seventh chapter contains a family history, the eight chapter a personal history and the ninth chapter a school history of a boy with Asperger's syndrome. This chapter deals with and describes boys from pre-school education to the present, when the boy attends the 6th year of regular primary school, where he currently has individual education. The tenth chapter deals with method of observation and the eleventh chapter with an interview. The twelfth chapter contains the proposed recommendations.
The final work deals with autism spectrum disorders, specifically a boy with Asperger's syndrome. The aim is to characterize a boy with Asperger's syndrome and describe his life in the family and in the school environment. It is divided into a theoretical part and a practical part. The theoretical part contains six chapters. The first chapter describes the disorders of the autism spectrum, the triad of disturbed areas of development and lists the disorders that are classified as autism spectrum disorders. The second chapter deals with the characteristics of Asperger's syndrome, its history and the symptoms that appear in it. The third chapter deals with the symptoms typical of Asperger's syndrome - social behavior, language and speech, interests and rituals. The fourth chapter describes the most common typical perceptions in people with Asperger's syndrome, contains a description of literal perception and holistic perception (inability to distinguish between foreground and background information). The fifth chapter describes the educational process in children with Asperger's syndrome, structured learning and its principles and the basic principles of the educational program. The sixth chapter deals with the care of children with autism spectrum disorder. It also describes early intervention and its services, preschool care, primary and secondary education and the maturity of people with autism spectrum disorders. The practical part contains case reports that characterize boys with Asperger's syndrome. It is divided into six chapters. The seventh chapter contains a family history, the eight chapter a personal history and the ninth chapter a school history of a boy with Asperger's syndrome. This chapter deals with and describes boys from pre-school education to the present, when the boy attends the 6th year of regular primary school, where he currently has individual education. The tenth chapter deals with method of observation and the eleventh chapter with an interview. The twelfth chapter contains the proposed recommendations.
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Anamnéza, Aspergerův syndrom, péče, porucha autistického spektra, výchovně-vzdělávací proces, Anamnesis, Asperger's syndrome, care, autism spectrum disorder, educational process