B\u011b\u017en\u00e9 spole\u010densk\u00e9 n\u00e1vyky se b\u011bhem pandemie po cel\u00e9m sv\u011bt\u011b radik\u00e1ln\u011b zm\u011bnily. Podle Correse a Santamar\u00edi (2020) \u201eIzolace v d\u016fsledku pandemie zp\u016fsobila velmi negativn\u00ed zm\u011bny v chov\u00e1n\u00ed d\u011bt\u00ed na akademick\u00e9, fyzick\u00e9, soci\u00e1ln\u00ed a emocion\u00e1ln\u00ed \u00farovni\u201c (s. 67). <\/p>\n\n
Jak uv\u00e1d\u00ed Echevarr\u00eda et al., (2020), tento stav soci\u00e1ln\u00ed izolace vytv\u00e1\u0159\u00ed velk\u00fd psychologick\u00fd tlak na studenty, co\u017e vede ke stresov\u00fdm situac\u00edm. Tento stav m\u016f\u017ee m\u00edt tak\u00e9 velk\u00fd vliv na prost\u0159ed\u00ed, ve kter\u00e9m se u\u010d\u00ed osoby se speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami (Aylin a Berm\u00fadez, 2020). Touto situac\u00ed mohou b\u00fdt ovlivn\u011bni obzvl\u00e1\u0161t\u011b studenti, kte\u0159\u00ed jsou na autistick\u00e9m spektru. (Mu\u00f1oz, 2021). <\/p>\n\n
Podle DSM-5 je autismus neurov\u00fdvojovou diagn\u00f3zou, kter\u00e1 se projevuje trval\u00fdmi probl\u00e9my v soci\u00e1ln\u00ed komunikaci a interakci, omezen\u00fdmi a opakuj\u00edc\u00edmi se vzorci chov\u00e1n\u00ed, z\u00e1jm\u016f \u010di aktivit (American Psychiatric Association, 2013). <\/p>\n\n
V d\u016fsledku izolace mohou vzniknout probl\u00e9my s pl\u00e1nov\u00e1n\u00edm \u010dasu, flexibilitou, organiza\u010dn\u00edmi dovednostmi nebo p\u0159izp\u016fsoben\u00edm se zm\u011bn\u00e1m a omezen\u00fdmi z\u00e1jmy, co\u017e m\u016f\u017ee v\u00e9st k probl\u00e9m\u016fm s chov\u00e1n\u00edm (Echevarr\u00eda et al., 2020). Autisti\u010dt\u00ed studenti jsou obzvl\u00e1\u0161t\u011b zranitelnou skupinou, jak zd\u016fraznil Mu\u00f1oz (2021), \u201eproto\u017ee lid\u00e9 na autistick\u00e9m spektru mohou poci\u0165ovat stres, \u00fazkost nebo zmatek p\u0159i nep\u0159edv\u00eddateln\u00fdch nebo komplikovan\u00fdch situac\u00edch\u201c (Echevarr\u00eda et al., 2020). <\/p>\n\n
Tyto situace pouk\u00e1zaly na to, \u017ee dokonce i mezi samotn\u00fdmi lidmi s autismem existuje digit\u00e1ln\u00ed nerovnost. Zat\u00edmco n\u011bkte\u0159\u00ed lid\u00e9 s autismem se mohou doma u\u010dit a vyu\u017e\u00edvat podporu prost\u0159ednictv\u00edm digit\u00e1ln\u00edch technologi\u00ed, ti s vy\u0161\u0161\u00edmi pot\u0159ebami podpory maj\u00ed obt\u00ed\u017ee s jejich vyu\u017e\u00edv\u00e1n\u00edm. Tato nerovnost m\u00e1 negativn\u00ed dopady na jejich vzd\u011bl\u00e1v\u00e1n\u00ed a u\u010debn\u00ed proces. <\/p>\n\n
Z tohoto d\u016fvodu vznikl projekt IDEAL (Inclusive Digital Education for Autistic People Learning), \u010d\u00edslo projektu KA220-VET-97F54FA7, kter\u00fd m\u00e1 za c\u00edl p\u0159ekonat digit\u00e1ln\u00ed propast postihuj\u00edc\u00ed autistick\u00e9 studenty s vy\u0161\u0161\u00ed m\u00edrou podpory. Jeho hlavn\u00edm \u00fakolem je zajistit rovn\u00fd p\u0159\u00edstup k digit\u00e1ln\u00edm technologi\u00edm, aby se zaru\u010dila kontinuita jejich vzd\u011bl\u00e1v\u00e1n\u00ed a osobn\u00edho a soci\u00e1ln\u00edho rozvoje. Na platform\u011b bude zaveden syst\u00e9m spr\u00e1vy vzd\u011bl\u00e1v\u00e1n\u00ed zahrnuj\u00edc\u00ed po\u017eadavky na p\u0159\u00edstupnost a digit\u00e1ln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed pro autistick\u00e9 studenty, jejich rodiny a pedagogick\u00e9 pracovn\u00edky. <\/p>\n\n
Mezin\u00e1rodn\u00ed t\u00fdm tohoto projektu tvo\u0159\u00ed 7 organizac\u00ed z 5 r\u016fzn\u00fdch zem\u00ed: Fundaci\u00f3n Miradas (\u0160pan\u011blsko), Universidad de Burgos (\u0160pan\u011blsko), Fondacija Hiljadu Zelja (Srbsko), Autism-Europe (Belgie), Abad\u00eda Tecnol\u00f3gica D.L. (\u0160pan\u011blsko), Tady to m\u00e1m r\u00e1d, z.s. (\u010cesk\u00e1 republika) a FPDA-Federa\u00e7\u00e3o Portuguesa de Autismo (Portugalsko). <\/p>\n\n
Zdroje<\/strong><\/p>\n\n Corres I., y Santamar\u00eda, I. (2020). Infancias vulneradas en tiempos de aislamientos social. Norte de salud mental 17<\/em>(63), 67-70. https:\/\/dialnet.unirioja.es\/servlet\/articulo?codigo=7553719<\/a> <\/p>\n\n Echevarr\u00eda, I., et al. (2020). Trastorno del espectro autista: pautas para el manejo durante el periodo de aislamiento social por el coronavirus (Covid-19). Cuadernos de Neuropsicolog\u00eda 14<\/em>(35), 37. https:\/\/dialnet.unirioja.es\/servlet\/articulo?codigo=7485435<\/a><\/p>\n\n Aylin M., y Berm\u00fadez R. (2020). La socializaci\u00f3n en el ni\u00f1o con autismo: retos para la educaci\u00f3n familiar, en tiempos de aislamiento social. Revista Mapa 1<\/em>(21), 3. https:\/\/revistamapa.org\/index.php\/es\/article\/view\/215<\/a><\/p>\n\n Mu\u00f1oz J. (2021). Autismo y Covid-19: Desaf\u00edos educativos y reflexiones en la Venezuela actual. Revista Educare, 25<\/em>(3), 457-461. https:\/\/dialnet.unirioja.es\/servlet\/articulo?codigo=8223256<\/a><\/p>\n\n