Strukturované učení v praxi - Uplatnění principů Strukturovaného učení v prostředí běžné školy – group of authors (2014)

The authors focus on students with high-functioning autism and Asperger's syndrome in mainstream schools. In preparing the publication, they drew on years of experience gained from therapeutic work with students on the autism spectrum and from advising their teachers and close relatives. Autism spectrum disorder is an invisible handicap with far-reaching consequences for pedagogical work – not only for teachers but also for students, from whom, due to their intellectual abilities, it is expected that they should be able to function 'normally' in school. However, the consequences of the diagnosis reduce their overall functionality to such an extent that without the necessary level of support in the school environment, they fail, encounter misunderstanding, and face numerous setbacks. Often, it is enough to implement small measures that can significantly improve the situation for a student with ASD. Sometimes, on the other hand, more extensive measures are needed.