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  Previous issue (2019. Vol. 17, no. 2)

Autism and Developmental Disorders

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1994-1617

ISSN (online): 2413-4317

DOI: http://dx.doi.org/10.17759/autdd

License: CC BY-NC 4.0

Started in 2003

Published quarterly

Free of fees
Open Access Journal

 

Organization of the Environment for Teaching Children with ASD 1535

Zagumennaya O.V., teacher of primary classes, Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders, MSUPE, Moscow, Russia, alexmk@yandex.ru
Vasilyeva A.V., teacher-psychologist, Federal Resource Center for Organization of Comprehensive, Moscow, Russia, gigelvigel@yandex.ru
Kisten V.V., teacher-psychologist, Federal Resource Center for Organization of Comprehensive Support for Children with ASD, Moscow State University of Psychology & Education, Moscow, Russia, muccuc@bk.ru
Petrova O.V., teacher-psychologist, Federal Resource Center for Organization of Comprehensive Support for Children with ASD, Moscow, Russia, orba07@yandex.ru
Abstract
A structured environment plays a critical role in the education of children with autism spectrum disorders. The experience of structuring of the class environment in the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders is presented. The material is approbated in work with children who entered the first grade of the school. The Central Psychological-Medical Pedagogical Commission recommended the Adapted Basic Educational Program (version 8.3) for these children.

Keywords: autism spectrum disorders, school, environmental structuring, space zoning, schedule, visual prompts

Column: (null)

DOI: http://dx.doi.org/10.17759/autdd.2018160102

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