The aim of the paper is the theoretical anchoring of the autism spectrum disorder focusing mainly on the Asperger syndrome, as well as the classification of disorders according to the International Statistical Classification of Diseases (ICD-10) and the Diagnostic and Statistical Manual (DSM-V). The paper contains an overview of the legal regulations related to the possible modifications of the common part of the graduation exam. The research part is based on qualitative methodology, it includes a case study. Based on an intentional selection (age and diagnosis), a student with Asperger syndrome was chosen for the case study, who applied at the educational support center for the modification of the graduation exam conditions. Regarding the data collection, the research methods included a semi-structured interview with the legal representatives (with the consent of the student of age), and a class teacher, and the study of the documents kept in the educational support center. The research part contains information on the personal and schooling history, as well as on the symptoms reflecting the diagnostic dyad. The conclusion offers an overview of the specific support measures provided to the student for the common part of the national graduation exam. The aim of the study is to explore whether the symptoms of the Asperger syndrome diagnosis reflected in the deficiencies at school may be fully compensated through the modification of the graduation exam conditions.
Communication pragmatics is frequently disturbed in children with autism spectrum disorder (ASD), which causes difficulties in the social interaction, and thus it might be one of the obstacles to speech therapy intervention realized in these children. The aim of this paper is to highlight some assessment options of pragmatic communication level using originally created assessment (test) material which aims to pragmatically oriented communication situations relating to daily activities and real life. Ten children with ASD and ten intact children were evaluated within preliminary testing; their choice of an adequate illustration from pair pictures representing communicative and socially orientated situations from everyday life was evaluated. The results of preliminary research revealed that children with ASD showed fewer erroneous answers, and in different areas, than intact children. However, certain areas were evaluated correctly in both groups. Half of the children with child autism did not even make any mistakes at all. The results of qualitative analysis point out that communication pragmatics assessment has to be completed with an individually specific qualitative analysis of the child performance.
The article describes the main findings of the research focused on the possibility of evaluating the pragmatic level of communication in children with Autism Spectrum Disorder (ASD) from the point of view of speech-language therapist based on a comparison with groups of children with specific language impairment, a mild intellectual disability and typical children. We refer to the originally developed evaluation tool that can be used not only in speech-language therapy practice, and we compare the resulting findings with previously published pre-research. The findings show that some perceptual deficits at the level of the pragmatic language level, especially the recognition of the proxemics, as well as the surprising differences between performances of children with autism spectrum disorders compared to others, are confirmed. Given the variability and the identified pitfalls of evaluating socio-pragmatic language information, we recommend caution in evaluating and interpreting the pragmatic language level assessment not only in children with PAS.
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