In the master’s thesis, we explored the characteristics and challenges faced by children and adolescents with special needs who experienced mental health disorders. The theoretical part included an overview of mental disorders (depressive disorders, anxiety disorders, psychotic disorders, self-harming behaviour, eating disorders, etc.) that occurred in different groups of individuals with special needs. Professional terminology, as well as the causes, factors, and impacts of mental disorders on education and social inclusion of various special-needs groups, were presented based on domestic and international literature. It was found that children and adolescents with special needs were particularly vulnerable to the development of mental disorders due to limitations in cognitive, physical, communication, and social functioning.
In the empirical part, we used a qualitative approach and semi-structured interviews to explore the experiences of six professionals from medical and educational fields. We were interested in identifying the most common mental disorders among young people with special needs and examining the impact of mental disorders on their health and well-being, social interaction, learning, and quality of life. The results of the empirical research showed that professionals observed an increase in mental disorders among children and adolescents with special needs, with anxiety and depressive disorders, attention disorders, and various emotional and behavioural difficulties being mentioned most frequently. The findings showed that mental disorders significantly affected children’s well-being, manifesting in increased emotional distress, poorer emotional regulation, and greater overload, which consequently reduced their overall quality of life. The impact on learning and academic achievement was particularly pronounced, as professionals reported difficulties with concentration, memory, work organisation, reduced motivation, and low self-esteem. A vicious cycle often developed in which mental disorders led to poorer academic performance, which in turn further deepened distress. The results also showed that mental disorders had a significant impact on social inclusion, as children were often socially isolated, experienced more difficulties in peer relationships, and had less developed social skills.
An important finding of the research was the role of special and rehabilitation educators in recognising mental disorders, as they monitored the child over a longer period and observed changes mainly through their learning and social functioning. Their approach complements the medical model, making interdisciplinary cooperation essential. Professionals emphasise an individualised approach, a structured environment, and comprehensive support, while also highlighting the lack of knowledge, training, and the need for supervision. Suggested improvements include prevention, early intervention, social-emotional skills programmes, and greater awareness and destigmatisation of mental disorders.
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