Abstract:

The paper deals with the education of seniors with respect to their cognitive functions. Primarily, we used 20 probands diagnosed with Alzheimer's disease as this population of seniors is experiencing the greatest development of cognitive deficits and associated disruption of normal daily activities. The primary symptoms of dementia are usually observed around 65 years and are gradually getting worse. There is a gradual progression of this disease, which is very limited to the individual in the normal functioning and also to the acquisition of new knowledge and information. Already at an early stage of the disease, we notice slight cognitive changes and poor orientation in a space. The most serious grade is the last degree of dementia, when there is a severe disturbance of self-perception and the intake of food is disturbed. For the purpose of this research, we decided to choose 20 probands (100% of women aged 65-73 years). We have selected these probands by drawing lots (10 probands to each group) to the experimental group (active participation in the intervention) and to the control group (passive participation in the intervention). For our purposes, we used a standardized test: the Bristol range of daily activities, through which we observed whether improvements in daytime activities would occur. We compared the results between input and output testing. The intervention itself was focused on special-pedagogical intervention, when we used the worksheets to develop sophisticated and then rough motorcycles. A fitness exercises were made with regard to their age, which was performed in the gym using compensatory tools and was associated with cognitive rehabilitation. As a complement, we chose ICTs that are widely used in special pedagogy. The programs, that we used within the intervention by using of the game console and tablet, were focused primarily on autism spectrum disorders (ASD), but they also met the goals for seniors with dementia. The educational process was subsequently supplemented by group and individual lessons, which were always focused on a particular subject that probands subsequently worked with. By that they have learned new information and developed disturbed cognitive functions. In the case of output testing, when comparing the results between the experimental and the control group, we concluded that regular educational stimulation of seniors using ICT and other special-pedagogical elements has a positive impact not only on cognitive functions but also on supporting the management of daily activities. The experimental group achieved better results compared to the control group, which rather stagnated, or worsened. The aim of this study was primarily to provide and propose special pedagogical approaches to dementia sufferers who could continue to train in cognitive rehabilitation and thus develop individual components of disrupted cognitive functions. This process can help slow the progression of the disease and extend the quality of life of the individual.

Keywords:

Alzheimer disease, elderly education, occupational therapy, special education-intervention, comprehensive rehabilitation.