Dissertations / Theses on the topic 'Childrens needs'
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Gal, Tali, and tali gal@anu edu au. "Victims to Partners: Child Victims and Restorative Justice." The Australian National University. Research School of Social Sciences, 2006. http://thesis.anu.edu.au./public/adt-ANU20061114.100521.
Full textMemik, Hayal N. "An Evaluation Of The Changing Approaches To Children'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604764/index.pdf.
Full texts play activity in the cities. In the late nineteenth century, &lsquo
&lsquo
traditional playgrounds&rsquo
&rsquo
were provided for children. However, formally designed, spatially segregated play space brought its own problems itself. Rapid changes in the urban pattern and dominance of cars in the urban environment restricted the safe accessibility of children to such play spaces by themselves. Also, &lsquo
&lsquo
traditional playground&rsquo
&rsquo
has been criticized because of its inefficiency to answer the needs of children and to contribute to the continuity of play activity. Due to the inefficiency of &lsquo
&lsquo
traditional playgrounds&rsquo
&rsquo
for the continuity of &lsquo
&lsquo
play&rsquo
&rsquo
, children prefer to establish their own informal play spaces, as it was before the introduction of formal ones. However, parental concerns regarding child&rsquo
s safety in the urban environment restrict the use of outdoor play spaces, especially the residential street which is the oldest traditional informal play space. For these reasons, children&rsquo
s play habits changed and children today are becoming more dependent to indoors. If child&rsquo
s developmental needs are considered, the contribution of outdoor environment to the development of children should be reevaluated by making comparison between formal and informal play spaces. Regarding children&rsquo
s needs and the contribution of outdoor environment to their development, some approaches have been developing and changing to design better play spaces. Thus, this thesis tries to clarify that what kind of approach would be efficient in order to provide permanent answers for the needs and rights of children and for the continuity of &lsquo
&lsquo
play&rsquo
&rsquo
in today&rsquo
s urban pattern.
Moegreen, Linn, and Hanna Langsbo. "Barn som barn : Hur ser förskollärare på begreppet barn i behov av stöd." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48671.
Full textSwee, Petra, and Renata Tsagova. "En annorlunda barndom : En litteraturstudie om barns upplevelser och erfarenheter av att växa upp med föräldrar som brister i omsorgsförmåga." Thesis, Högskolan i Gävle, Akademin för hälsa och arbetsliv, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11501.
Full textFor different reasons not all parents are capable of giving their children what they need and that may have a negative effect on children´s development. In order to get the children´s perspective we carry out this study. The aim of this study was to get more knowledge and understanding of children´s experiences of growing up in a family where the parenthood is lacking, based on autobiographies where now grownups describes their experiences of childhood in a retrospective. We use a narrative method because it allows us to reach a deeper understanding of their experiences. Our result shows that there i a change in roles in the family and that these children take on a big responsibility for their family and home. They take care of basic housework, their siblings and their parents. They experience fear because of the unpredictable behavior from their parents and alienation, especially in the school environment. The social network is crucial to support them and give their life and development a positive direction, but sorry to say the society haven´t been able to give them enough help.
Hyman, Claire Louise. "Parents' perspectives of their children's transition from a mainstream to s special school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86319.
Full textENGLISH ABSTRACT: Education White Paper 6, implemented in 2001, completed a significant period of policy development and change after the end of Apartheid in South Africa. The change in South African educational policy and the schooling system has given rise to many changes in the governance of special schools; this has further influenced this study. Education White Paper 6 (2001) introduced a comprehensive range of educational support services; schools now include mainstream schools, full-service schools and special schools. These schools offer varying levels of support with the view to minimise barriers to learning. While this research was conducted in a private special school, the parents who participated had all transitioned their child from a mainstream school. This research study attempted to understand parents’ perspectives of transitioning their child from a mainstream school to a special school, focusing in particular on parents whose children were in the Senior Phase of their school career. Bronfenbrenner’s bio-ecological model was used as the theoretical framework for this study because of the overlapping systems that are interconnected and influence the participants’ lives and the lives of their children. For the research study, the parents were placed in the centre of the model; the other microsystems include the school, family and the child. This study made use of a qualitative case study design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select the parents from the selected special school in the Southern Suburbs of Cape Town, as participants for the study. The study made use of three measures to collect data; a semi-structured interview, a life-line activity, as well as an open-ended questionnaire the parents were asked to complete at home. Qualitative content analysis was used to analyse the data generated by means of the three data collection methods. The findings of this research paper suggest that the transient process at a later stage in the child’s academic career was a difficult experience for the parents who participated in the study. However, as the children gradually adjusted to the change, the parents felt the move had been worth it and had experienced a positive change in their children’s academic achievements. It should also be noted that the parents’ perspectives on special education were not based on the policy documents governing the South African school system and more parental education is needed regarding this area. While the findings of the study cannot be generalised to all schools in South Africa, from this research study recommendations could be made to the special school to assist in ensuring a smoother transition for both the parents and the learner.
AFRIKAANSE OPSOMMING: Onderwyswitskrif 6 wat in 2001 geïmplementeer is het die periode van die beleidsverandering ná die beëindiging van apartheid in Suid-Afrika voltooi. Die verandering in die Suid-Afrikaanse opvoedkundige beleid en die skoolstelsel het aanleiding gegee tot baie veranderinge in die bestuur van spesiale skole, en dit het hierdie studie beïnvloed. Onderwyswitskrif 6 (2001) het 'n omvattende reeks van opvoedkundige ondersteuningsdienste voorgestel wat die volgende strukture insluit; hoofstroom-, voldiens- en spesiale skole. Hierdie skole bied verskillende vlakke van ondersteuning aan met die oog om die hindernisse tot leer te oorbrug. Die navorsing is vanuit 'n privaat spesiale skool gedoen. Die ouers wat deelnemers aan die navorsing was, het hulle kinders uit 'n hoofstroomskool gehaal en oorgeplaas na ‘n spesiale skool. Hierdie navorsingstudie het gepoog om ouers se perspektiewe te verstaan rakende die oorplasing van hulle kind vanuit ‘n hoofstroomskool na 'n spesiale skool, met spesifieke fokus op die ouers wie se kinders in die Senior Fase van hul skoolloopbaan was. Bronfenbrenner se bio-ekologiese model is as die teoretiese raamwerk vir hierdie studie gebruik in die lig van die klem op die oorvleuelende sisteme wat met mekaar verbind is en die invloed daarvan op die deelnemers se lewens en die lewens van hul kinders. Vir hierdie navorsingstudie is die ouers in die middel van die model geplaas, met die skool, gesin en die kind as verdere mikrosisteme. Hierdie studie het van 'n kwalitatiewe gevallestudie en 'n kwalitatiewe metodologie gebruik gemaak wat in 'n interpretatiewe paradigma gegrond is. Doelgerigte steekproefneming is gebruik om die ouers te kies uit die aangewese spesiale skool in die suidelike voorstede van Kaapstad, as deelnemers vir die studie. Die studie het gebruik gemaak van drie maatreëls om data in te samel: 'n semi-gestruktureerde onderhoud, 'n lewens-lyn aktiwiteit, en 'n oop vraelys wat die ouers tuis voltooi het. Kwalitatiewe inhoudsanalise is gebruik om die data wat gegenereer is deur middel van die drie data–insamelingsmetodes, te ontleed. Die bevindinge van hierdie navorsing suggereer dat die oorgangsperiode op 'n later stadium in die kind se akademiese loopbaan 'n moeilike ervaring vir die ouers, wat aan die studie deelgeneem het, was. Namate die kinders egter by hulle veranderde omstandighede aangepas het, het die ouers gevoel dat die skuif die moeite werd was en hulle het 'n positiewe verandering in hul kinders se akademiese prestasies opgemerk. Kennis moet ook daarvan geneem word dat die perspektief van die ouers op spesiale onderwys nie gebaseer was op die beleidsdokumente van die Suid-Afrikaanse skoolstelsel nie. Dit beklemtoon dat ouerontwikkeling ten opsigte van hierdie aspek noodsaaklik is. Die bevindinge van die studie kan wel nie na alle skole in Suid-Afrika veralgemeen word nie, maar daar kan vanuit hierdie navorsing aanbevelings gemaak word om spesiale skole by te staan ten einde die oorgang vir beide ouers en leerders makliker te maak.
Sjögren, Teeling Emma, and Sanna Katariina Ringbom. "Vänskapens magi : En studie om förskolebarn i behov av särskilt stöd, vänskap och sociala färdigheter." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165413.
Full textThe purpose of this study was to investigate how preschool teachers work to create and maintain social skills and friendship for children with special needs. Research shows that children with special needs are included in fewer friendship relations compared to other children. The study has examined how 28 preschool teachers estimated children's playing skills based on the observation sheet Teacher Impression Scale - Swedish version (TIS-S). Six preschool teachers have been interviewed and described their function in the work of promoting friendship relationships between children with special needs and other children. The methods used were the TIS-S observation sheet, survey and interviews. The study has used both qualitative and quantitative research methods. It was found that children, who the preschool teachers had concerns about, were rarely chosen as friends and needed support in their social behavior. The strategies described were, among other things, to divide the children into smaller groups, as well as an approach meant to increase the status of the children with special needs. In this approach two phenomenas were discovered, one which aimed to avoid and one which aimed to contribute. One conclusion was that the preschools in the study did not actively work with concrete interventions to promote friendship. An another conclusion was that a consensus on the concept children with special needs was lacking. In conclusion, the organizational conditions described by the preschoolers were discussed as obstacles that aggravated friendship interventions for children with special needs.
Costas, Fabiane Adela Tonetto. "O processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1. série do ensino fundamental." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2003. http://hdl.handle.net/10183/17240.
Full textThe following synthesis aims for examining in which way the formation process of scientific concepts happens in children with special educational needs in the first grade of fundamental school. Postulate of socio-historical psychology of Vygostsky and his contemporaries Luria and Leontiev were used as conceptual supporting. These authors close a theoretical alignment in relation to the development of "advanced" superior psychological functions - with special attention to scientific concepts - as a process which presupposes constant interactions with cultural signs and tools in specific situations, for example, the school space. It points out that Vigotsky (1928) considered the school processes, more precisely the insertion of children with special needs in regular school, as essential so that instrumental appropriation occurred and offered not only the sociocultural handling but also the 'constitute oneself' as a humanized being, pertaining to human gender. From this idea, precursor in the integration/inclusion processes, the research implementation took place in a basic educational school in the city of Santa Maria/RS, more precisely in the two first grades of fundamental education, along with the three children considered with special educational needs, between eight and eleven years old. The operational aspects of investigation unfolded through qualitative analysis of ethnographic character, specifically through three case studies, using as instruments to data collection: notes, planned and structured interviews, analysis of documents, which permitted the elaboration of a conceptual matrix. The obtained results established several moments of this formative process, in which incorporated characteristics of transitivity, relativity, dynamic appropriation and awareness in terms of conceptual generalization since they were immersed in a formation process that do not have an end in itself, but it is intimately linked to the sociocultural spread presented in the school universe. The conclusions confirm the indispensable character of 'schooling' as a big propeller in the formation of superior functions, particularly in relation to scientific concepts. And they still ratify the hypothesis of the regular school as relevant locus where several intellectual constructions needed to cultural interaction by children considered with special educational needs were evident.
Amaro, Livia de Castro Pereira. "Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/3109.
Full textFinanciadora de Estudos e Projetos
In our culture school plays an important role in our children's development, as it promotes not only academic skills but also social skills. It is important to consider the role of teachers in the social and emotional development of their students hence this study aims to gather information on the variables which influence the value they place on their students' social skills as such information is currently lacking. We will begin by a) identifying the skills teachers considered most important for the social and emotional development of the students b) comparing teachers´ evaluations of the importance of social skills for children who have and don t have special educational needs. We will also look to identify possible influences of the variables age, gender, socio-economic status, level of qualification, length of time as a teacher and age group worked with on the importance placed on social skills. In order to achieve these goals, this study interviewed 70 teachers who worked in the first five grades of public regular elementary schools. Eighty per cent of them answered they had in their classroom, or have had in the last two years, at least one student with special educational needs. The participants were asked to rate the importance of each social skill in the social and emotional development of their students who had and who didn´t have special educational needs. These ratings were then transformed into scores and analyzed according to the principles of descriptive and non parametric statistics. The results showed that social skills related to civility, empathy and academic performance were more important to the teachers. Comparing the means of the total importance scores using the Wilcoxon test it was possible to see that the participants considered learning social skills more important to children without special needs. Of all the teachers´ characteristics analyzed in this study, only graduation appears to exert significant influence on how the importance of students' development of social skills is rated. Participants who had completed their education considered social skills less important in childhood, than those who did not graduate or those who had completed post graduate study.
A escola é um importante agente de socialização em nossa cultura, cuja função não se restringe apenas à promoção da aprendizagem acadêmica, mas também ao desenvolvimento socioemocional dos alunos. Dada à relevância do docente enquanto agente de promoção do desenvolvimento socioemocional de escolares e a carência de informações a respeito de fatores que possam influenciar a avaliação da importância atribuída pelo professor às habilidades sociais infantis, o presente estudo tem como objetivos: a) identificar as subclasses de habilidades sociais mais valorizadas pelos professores para o desenvolvimento socioemocional de seus alunos, b) comparar a avaliação de professores sobre a importância de habilidades sociais de alunos com necessidades educacionais especiais (N.E.E) e de alunos sem N.E.E, c) identificar possíveis influências das seguintes características dos professores: idade, gênero, nível sócio econômico, tipo de formação profissional, tempo de docência e ano escolar para o qual lecionam, sobre a avaliação realizada por eles a respeito da importância das habilidades sociais para o desenvolvimento socioemocional de seus alunos. Com o intuito de atingir os objetivos expostos acima, realizou-se um levantamento junto a 70 professores de classes comuns da rede pública de ensino, que lecionam para alunos matriculados nos primeiros cinco anos do ensino fundamental. Oitenta por cento deles relatou possuir atualmente, ou já ter possuído nos últimos dois anos, ao menos um aluno com necessidades educacionais especiais em sua sala de aula e os vinte por cento restantes declararam não trabalhar ou ter trabalhado nos últimos dois anos com esta população. Foi utilizado um questionário composto por um rol com 59 habilidades sociais infantis, avaliando a importância de cada habilidade para o desenvolvimento socioemocional do(s) aluno(s) com necessidades educacionais especiais e de alunos da mesma classe, porém sem N.E.E.Os dados obtidos a partir das respostas aos questionários foram computados sob forma de escores e analisados por meio de cálculos estatísticos descritivos e inferenciais.Os resultados mostraram uma maior valorização, por parte dos docentes, das habilidades sociais pertencentes às classes de civilidade, empatia e habilidades sociais acadêmicas.. A comparação entre as médias dos escores totais atribuídos às crianças com e sem necessidades educacionais especiais, realizada por meio do teste de Wilcoxon, indicou uma valorização significativamente maior das habilidades sociais em alunos do segundo grupo. Dentre as características sociodemográficas dos docentes que foram analisadas pela presente pesquisa, a única que mostrou ter influência significativa sobre a importância das habilidades sociais dos alunos foi a formação. Professores com formação universitária consideraram as habilidades sociais que compunham o instrumento de pesquisa menos importantes, quando comparados a docentes com outras formações, como, por exemplo, segundo grau completo, cursos de especialização em educação especial ou em outras áreas.
Shih, Yi-Ting, and 施怡廷. "The needs of developmental delay children''s family in child care." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/85522604804181823090.
Full text東海大學
社會工作研究所
86
According to American''s early intervention experience, family affect children''s development outcomes in many ways. Family also play a very important role in the effect of early intervention. So the needs of family in child care is an important field to study.The research provides some data about the family structure, children''s development problem, family support system, parents motive ,ability, and experience in searching and using resources, and the resources available and accessible.The research proves that parents are the key person for searching resources. Children''s developmental problems very affect the child care''s difficulties. The resources are not good enough in quality and quantity. Most of the early intervention programs in Taiwan focus on children''s development not family. There are some children lack of care. There are some special needs not solved when caring children in family. Family-centered services are needed now and future. The research provides some advises to the government and social work institution about the policy level and practice services.
Hwang, Ju-Chin, and 黃如瑾. "The Study about Children''s Needs-Centered Curriculum of Elementary School Gifted Students." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/15941811983827046649.
Full text國立高雄師範大學
特殊教育研究所
85
The purposes of this study were (a) to examine the views toward "giftedness"and the anticipated learning outcomes of elementary school gifted students, (b) to examine gifted children''s needs of curriculum, and (c) to compare the different needs of curriculum of elementary school gifted students among different backgrounds. The investigator adapted "The Questionnaire of the Gifted Elementary School Students'' needs of Study " and "The Interviewing Guide of the Gifted Elementary School Students'' needs of Study" as the instruments for collecting data. The main contents of this study consisted of four aspects: the learning content, process, product, and environment. Two hundred and seventy-two 4th grade gifted students in elementary school from Kaohsiung City answered the questionnaire.Four cases of them were interviewed based on purposeful sampling to obtain qualitative data for further analysis. The investigator analyzed the data of the questionnaire by staistical method such as frequency distribution, percent age and x2. Interviews were analyzed by constant comparative method. The results were summarized as follows: 1. The views toward "giftedness" and te anticipated learning outcomes: (1) "Congenital intelligence" was the most of the views toward "giftedness". (2) "Knowledge" was the most of the anticipated learning outcomes. 2. The most needed curriculum: (1) Children like "Computer" and "Physical Education" most as the learning contents. (2) Children like "Outdoor-Teaching" and "Wisdom-Game" most as the learning processes. (3) Children like "Works-Exhibit", "Operating", and "Drama" most as the learning products. (4) Children like "Seminar", and "Free Atmosphere" most as the learning environments. 3. The differences of the most needed curriculum among different backgrounds: (1) The different class-setting: Statistically significant differences were found in Outdoor-Teaching. (2) The different gender: Statistically significant differences were found in "Physical Education" and "Operating". (3) The different school-scale: Statistically significant differences were found in "Works-Exhibit".
Guo, Jia Yun, and 郭嘉昀. "Caregivers’ Needs and Supports for their Children with Developmental Delay in Early Intervention Services." Thesis, 2019. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22107CGU05789011%22.&searchmode=basic.
Full textPachlová, Alena. "Sociální práce s traumatizovaným dítětem v zařízení pro děti vyžadující okamžitou pomoc." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-436608.
Full textLi, Szu Min, and 黎思敏. "Parents’ Needs and Perception for their Children with Developmental Delay Transiting to Elementary School in New Taipei City." Thesis, 2019. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22107CGU05789013%22.&searchmode=basic.
Full text長庚大學
早期療育研究所
107
The purpose of this study was to explore general needs and perception of parents with Developmental Delay (DD) children during transitional period from preschool to elementary school in New Taipei City. This study further examines how different transition needs and perception among the parents with various family and children background. A self-designed questionnaire “Parent’s Needs and Perception for their Children with DD Transiting to Elementary School” was conducted with 212 parents of children with DD in New Taipei City. Descriptive statistics, t-test, and ANOVA analysis were adopted to analyze the data: 1.Overall, between parents’ needs and perception were significantly different. 2.Parents had the greatest transition needs at the school’s aspect and the least at the family’s aspect. 3.Parents had the highest awareness at the children’s aspect and not so much at the school’s aspect. 4.The needs of parents varied significantly with family’s background and children’s background variables. 5.The awareness of parents varied significantly with children’s background variable. 6.Parents whose children were in the institution had more needs than parents whose children were at private preschool at the children aspect, school aspect and social aspects. 7.Parents whose children were in self-contained classes had more needs than parents whose children did not involve in special education in all aspects. 8.Parents whose children with DD (with educational identified) had higher needs than parents whose children were not education identified in all aspects. 9.Parents whose children were in the institution have higher perception than parents whose children were at private preschools at children aspect, family and school aspects. 10.Parents whose children were in self-contained classes had higher perception than parents whose children did not involve in special education at family aspect and school aspects. The study provides 13 suggestions in the three perspectives: the educational perspective (administration, school and teacher), the parental perspective and the perspective of further research (background variables, time, subjects and follow-up tracking.)
Bryndová, Adéla. "Práce s žáky s odlišným mateřským jazykem v hodinách českého jazyka na 1. stupní ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354600.
Full textZwyrtek, Irena. "Vzdělávání žáků s poruchami autistického spektra na škole pro žáky s tělesným postižením." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387328.
Full textVlčková, Kamila. "Vícečetné rodiny s dětmi v ČR." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-325038.
Full textVencová, Barbora. "Potřeby rodičů dětí s kombinovaným postižením v raném věku pro stanovení individualizované rané intervence." Doctoral thesis, 2019. http://www.nusl.cz/ntk/nusl-404476.
Full textBurianová, Kateřina. "Průběh a dlouhodobé efekty animace jako metody práce s dospívajícími." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397237.
Full textHrdina, Matěj. "Vývoj pohybových aktivit pro žáky v Sokole po roce 1990." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-412322.
Full textŠimáková, Olga. "Výběr školy rodiči dětí a žáků s progresívním svalovým onemocněním." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-338665.
Full textKřenková, Monika. "Aktivita lokálního síťování a její přínos v lokalitě z pohledu aktérů sítě služeb pro ohrožené rodiny s dětmi." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-393542.
Full textSCHÖNBAUEROVÁ, Andrea. "Role komunitní sestry v péči o novorozence, kojence a matky." Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-386728.
Full textFroňková, Veronika. "Naplnění potřeb uživatelek azylových domů v České republice." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-357855.
Full textJANEČKOVÁ, Jana. "Dětský domov a jeho úloha při řešení sociální situace dítěte." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-49823.
Full textTOMEŠKOVÁ, Renata. "PROBLEMATIKA SOS VESNIČEK SE ZVLÁŠTNÍM ZŘETELEM NA PSYCHOLOGICKÉ OTÁZKY." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-79893.
Full textVávrová, Miriam. "Speciálně pedagogická intervence u dětí s vývojovou dysfázií v mateřské škole." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-341015.
Full textŘEPÁSKOVÁ, Daniela. "Dětský domov jako jedno z východisek v situaci nefunkční rodinné péče." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-51786.
Full textTENKLOVÁ, Monika. "Problematika dětí s Crohnovou chorobou." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-252154.
Full textMARKOVÁ, Marie. "Současná problematika dětí se syndromem ADHD/ADD." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-48001.
Full textKřenková, Sandra. "Edukace žáků ve školách při zdravotnických zařízeních." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-448807.
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