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The research paper presents a quasi-experiment that is considered groundbreaking in an informal setting with pupils with autism spectrum disorder. It is a time-medium project with outputs in a public space according to a strictly planned structure. The authors specify the individual attributes of the training form with an emphasis on the specifics of social communication with pupils with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

The presented contribution focuses on appropriate support for developing communication skills in individuals with intellectual disabilities. We primarily deal with alternative and augmentative communication methods for individuals with intellectual disabilities. Further in the paper, we emphasize the aspects that must be taken into account in the correct selection of appropriate methods of supporting speech development in augmentative alternative communication. [ABSTRACT FROM AUTHOR]

This paper deals with the expressive and receptive component of language skills in children with autism spectrum disorder. The communication is one of the triad of autism spectrum disorders, its level depends significantly on the developmental level at which a child with an autism spectrum disorder is. In the article, we focus on some of the areas that need to be developed in children with autism spectrum disorder within the receptive and expressive component of language skills. [ABSTRACT FROM AUTHOR]

The study describes covert aggressive behaviour that occurs as early as pre-school age. It is specific in that at preschool age the aggressor acts without hiding yet. Uniform findings are related to preschool age, supplemented by research findings from Slovak kindergartens. The authors describe on a specific situation of hidden aggressive behaviour, which was identified during the monitoring of aggressive behaviour in kindergartens. [ABSTRACT FROM AUTHOR]

The paper describes the content and subsequent evaluation of the project with the intention of early intervention. The project of interest concerns the issue of early intervention, which is focused on the family with a child with a risky development. The project in question was evaluated very positively by experts and parents. The results of partial outputs (in the form of documents and supporting materials) in the evaluation process pointed out the importance of early intervention, which forms the basis of the readiness of a child with special educational needs for the educational process. [ABSTRACT FROM AUTHOR]