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Certain Inclusion Problems in Autism Spectrum Disorders
Morozov S.A.
PhD in Biology, The Chairman , the Society of assistance to autistic children "Dobro" (Kindness), associate Professor departments of correctional pedagogy and special psychology of the Academy of qualification improvement and professional retraining of education workers and Moscow Institute of open education , Moscow, Russia
ORCID: https://orcid.org/0000-0002-7354-2711
e-mail: morozov-ca@mail.ru Morozova S.S.
psychologist, methodologist, Regional Public Charitable Organization Society for the Care of Autistic Children «Dobro», Moscow, Russia
ORCID: https://orcid.org/0000-0002-4483-1477
e-mail: sv-morozova@yandex.ru Morozova T.I.
correctional therapy executive, pedagog-pathologist, the Regional community charitable organization «Society for Help for Autistic Children “Dobro»,, Moscow, Russia
ORCID: https://orcid.org/0000-0002-1703-5029
e-mail: tim.sam70@yandex.ru
The term “Inclusion” is not identical to the concepts of “Inclusive education”, which is much wider. The educational system of children with autism spectrum disorders (ASD) in Russia is only developing and the focus on inclusion is a great achievement. Inclusive education in autistic disorders is a special case. The most difficulties in organizing of inclusion of children with ASD caused by main symptoms — communication and social interaction disorders, repeated stereotypical patterns of behavior, interests and activities. After all, these symptoms create a special development situation that makes necessary to solve the following problems: improving the organization of the inclusive process, feasibility and possibility of inclusion process. Typical difficulties faced by domestic and foreign experts reviewed, for example: increased social anxiety in children, lack of trained personnel, and lack of diagnostic in children. Emphasized that the success of inclusion process depends on several things: the readiness for inclusion of the child with autism, the readiness of the environment where inclusion carried out, the level of its tolerance and, finally, the competence of psychological and pedagogical staff. The age of the child and the environment plays a large role: ceteris paribus, the early onset of inclusion contributes to the stability of inclusive readiness of the environment.
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