|
|
Certain Inclusion Problems in Autism Spectrum Disorders 549
Morozov S.A. PhD in Biology, Leading scientific worker of the Centre for Socialization and Personalization of Children Education, Federal Institute of Education Development of Presidential Russian Academy of National Economy and Public Administration, Moscow, Russia ORCID: https://orcid.org/0000-0002-7354-2711 e-mail: morozov-ca@mail.ru Morozova S.S. methodologist, The Regional Community Charity Organization «Society for Autistic Children Care “Dobro”», Presidential Russian Academy of National Economy and Public Administration (RANEPA);, Moscow, Russia ORCID: https://orcid.org/0000-0002-4483-1477 e-mail: sv-morozova@yandex.ru Morozova T.I. Special Teacher, Regional Public Charity Organization “The Society for Autistic Children Care “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.
-
Belyavskii B.V., Morozov S.A., Morozova S.S. K
voprosu o sistematike rasstroistv autisticheskogo spektra kak osnove
differentsirovannogo podkhoda k kompleksnomu soprovozhdeniyu [Revisiting the
autistic spectrum disorders systematics as a base for the differentiated
approach to comprehensive support]. Vospitanie i obuchenie detei s
narusheniyami razvitiya [Upbringing and education for children with
developmental disorders], 2019, no. 6, pp. 7—14.
-
-
Cohen S. Kak zhit’ s autizmom [Targeting autism]. /
Translated from English by Igor’ Kostin. Moscow: Publ. Institut
obshchegumanitarnykh issledovanii, 2008, 238 p. ISBN
978-5-88230-232-9.
-
Makold R. Nash opyt v oblasti autizma:
osnovanie instituta v N’yu-Dzhersi [Our experience regarding autism:
estabilishing an institute in New Jersey]. In MorozovS.A. (ed.)
Organizatsiya psikhologo-pedagogicheskoi i mediko-sotsial’noi pomoshchi litsam
s rasstroistvami autisticheskogo spektra. Materialy mezhdunarodnoi
nauchno-prakticheskoi konferentsii [Moskva, 1—3 oktyabrya 2009 g.] [Organizing
psychological, pedagogic, medical and social support for people with autism
spectrum disorders. Proceedings of the international scientific and practical
conference [Moscow, October 1—3, 2009]]. Moscow, 2009. Pp. 36—56.
-
Morozov S.A. Osnovy sotsial’noi i pravovoi
pomoshchi litsam s autizmom [Basics of social and legal support for people with
autism]. Moscow, 2002. SignaL. 144 р.
-
Morozov S.A. O khode aprobatsii primernoi
adaptirovannoi osnovnoi obshcheobrazovatel’noi programmy doshkol’nogo
obrazovaniya detei s rasstroistvami autisticheskogo spectra [The Progress of
Approbation of the Approximate Adapted General Education Program of Preschool
Education for Children with Autism Spectrum Disorders]. Autizm i narusheniya
razvitiya [Autism and Developmental Disorders (Russia)], 2018, vol.
16, no. 4, pp. 3—11. doi:10.17759/autdd.2018160401 (In Russ., abstr. in
Engl.)
-
Morozov S.A. K voprosu o komorbidnosti pri
rasstroistvakh autisticheskogo spektra [On the Issue of Comorbidity in Autism
Spectrum Disorders]. Autizm i narusheniya razvitiya [Autism and
Developmental Disorders (Russia)], 2018, vol. 16, no. 2, pp. 3—8.
doi:10.17759/autdd.2018160201 (In Russ., abstr. in Engl.)
-
Morozov S.A., Morozova T.I. Sotsial’nye i pravovye
aspekty pomoshchi litsam s rasstroistvami autisticheskogo spectra [Social and
legal aspects of supporting people with autism spectrum disorders]. Moscow:
Publ. Fedorovets, 2008. 330 p.
-
Nikol’skaya O.S. Autizm lechitsya obshcheniem
[Treating autism with communication]. Autizm i narusheniya razvitiya
[Autism and Developmental Disorders (Russia)], 2016, vol. 14, no. 4, pp.
35—38. doi:10.17759/autdd.2016140406 (In Russ., abstr. in Engl.)
-
Churkin A.A., Martyushov A.N. Kratkoe rukovodstvo
po ispol’zovaniyu MKB-10 v psikhiatrii i narkologii [A short guide to using
ICD-10 in psychiatry and narcology]. Moscow: Publ. Triada-X, 1999, 232 p. ISBN
5-8249-0012-4. Pp. 107—121.
-
Gelbar N.W., Bruder M.B., DeBiase E.,
Molteni J.D. A Retrospective Chart Review of Children with ASD’s
Individual Education Plan Compared to Subsequent Independent Psychological
Evaluation. Journal of Autism and
Developmental Disorders, 2018, vol. 48, no. 11, pр. 3808—3815.
doi:10.1007/s10803-018-3652-4
-
Kanner L. Autistic disturbances of affective
contact. Nervous child, 1943, vol. 2, pp. 217—250.
-
Larcombe T.J., Joosten A.V., Cordier R., Vaz S.
Preparing Children with Autism for Transition to Mainstream School and
Perspectives on Supporting Positive School Experiences. Journal of Autism
and Developmental Disorders, 2019, vol. 49, pp. 3073—3078.
doi:10.1007/s10803-019-04022-z
-
Liebal K., Colombi C., Rogers S.J., Warneken F.,
Tomasello M. Helping and Cooperation in Children with Autism. Journal of
Autism and Developmental Disorders, 2008, vol. 38, no. 2, pp. 224—238.
doi:10.1007/ s10803-007-0381-5
-
Majoko T. Inclusion of Children with Autism
Spectrum Disorders: Listening and Hearing to Voices from the Classroom.
Journal of Autism and Developmental Disorders, 2016, vol. 46, no. 4, pp.
1429— 1440. doi:10.1007/s10803-015-2685-1
-
Noland R.M., Gabriels R.L. Screening and
Identifying Children with Autism Spectrum Disorders in the Public School
System: The Development of a Model Process. Journal of Autism and
Developmental Disorders, 2004, vol. 34, no. 3, pp. 265—277.
doi:10.1023/b:jadd.0000029549.84385.44
-
Robertson K., Chamberlain B., Kasari C. General
Education Teachers’ Relationship with Included Students with Autism. Journal
of Autism and Developmental Disorders, 2003, vol. 33, no. 2, pp. 123— 130.
doi:10.1023/A:1022979108096
-
Schopler E. Principles for directing both
Educational treatment and research. In Gillberg C. (ed.) Diagnosis and
treatment of autism. New York: London: Plenum Press, 1989. X, 450 p. ISBN
978-0- 306-43481-5. Pp. 167—184. doi:10.1007/978-1-4899-0882-7
-
Sigafoos J., Roberts D., Kerr M., Couzens D., Baglioni
A.J. Opportunities for Communication in Classrooms Serving Children with
Developmental Disabilities. Journal of Autism and Developmental
Disorders, 1994, vol. 24, no. 3, pp. 259—280. doi:10.1007/BF02172226
-
Towle P.O., Vacanti-Shova K., Higgins-D’Alessandro A.,
Ausikaitis A., Reynolds C. A Longitudinal Study of Children Diagnosed with
Autism Spectrum Disorder Before Age Three: School Services at Three Points Time
for Three Levels of Outcome Disability. Journal of Autism and Developmental
Disorders, 2018, vol. 48, no. 11, pр. 2064—2076.
doi:10.1007/s10803-018-3606-x
-
Wing L. Social, behavioral, and cognitive
characteristics: An epidemiological approach In Rutter M., Schopler E.
(eds.) Autism: A reappraisal of concepts and treatment. New York: Plenum Press,
1978. XII, 540 p. ISBN 978-1-4684-0789-1. Pp. 27—45.
doi:10.1007/978-1-4684-0787-7
-
Zainal H., Magiati I. A Comparison Between
Caregiver-Reported Anxiety and Other Emotional and Behavioral Difficulties in
Children and Adolescents with Autism Spectrum Disorders Attending Specialists
or Mainstream Schools. Journal of Autism and Developmental Disorders,
2019, vol. 49, no. 4, pp. 2792—2797. doi:10.1007/s10803-016-2792-7
|
|