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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.
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