Children with special needs stand out from society, because of their disabilities. That makes them more likely to be quickly marked as different in a negative sense. This may also lead to the exclusion from the social environment by members of society. The diploma thesis examines if, despite all legislation that provides for children with special needs an equal inclusion in the environment, there still comes to social exclusion. The theoretical part defines children with special needs and social exclusion. It outlines the reasons for social exclusion, findings and opinions of various experts on the inclusion of children with special needs in regular educational institutions and strategies for facilitating the involvement of a child with autistic disorder in the regular kindergarten.
The aim of the research work was to analyze the social inclusion of a child with special needs, namely a child with autistic disorder and a moderate intellectual disability, in a program with adapted implementation and additional professional help. The study determined the attitude of the educator to the child with a special need, how the child works in the group and if he is completely accepted by the peers or apparently. It was performed by observing and using sociometric test. The observation lasted for three weeks and was based on seven variables (positive interactions, negative interactions, incentives by educators, interaction with the educator/assistant teacher, planned activities, children outside the group, children from the group). The observation results are presented in tables. Based on a sociometric test, where children selected their best friends, was calculated the sociometric status of each child. The choices of children are shown in a sociometric graph, where we can see the relationships between children (one-way, two-way). The research finds that the educator is very keen to have a child with special needs equally included in the group, but nevertheless there are differences between him and the other children. Because of his disorder, he is often in his own world and does not have much contact with others. From observation, it was evident that children accept him, but they do not include him frequently in their game. He participate in the activities if they are active, otherwise he only observe or go back to their world and play freely. The sociometric technique notes that the child in the social structure of the group is located on the periphery.
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