Features of the Development of the Educational Route for Children with Autism Spectrum Disorders

1018

Abstract

The difficulties in developing an educational route for students with autism spectrum disorders (ASD) de- termined by both the heterogeneity of this group of students and the wide variation in the severity of autistic disorders in specific children. In addition, the lack of systematization of the experience of involving school- children with autism in the Russian educational system is other point. The individual educational route for a child with ASD, presented in the article, involves a phased metered expansion of social contacts of a student with ASD with adults and children in the process of training. Child’s abilities, corresponding to the level of his self-control and self-awareness, as well as the actual experience of the child’s involvement in social relations primarily taken into account in the development of individual education environment at each of educational stages. This gives an opportunity to develop an educational environment aimed at preventing of pathological forms of autistic protection and which has a developing potential. The following stages of teaching at a school of a student with an ASD described: individual stage, stage of including in the group, education in a special class of low occupancy, integrative stage.

General Information

Keywords: autism spectrum disorders, ASD, special education needs, educational route, education stages, zone of actual development, individual educational route, “reverse integration” principle

Journal rubric: Expert opinion

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2020180107

For citation: Shargorodskaya L.V. Features of the Development of the Educational Route for Children with Autism Spectrum Disorders. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2020. Vol. 18, no. 1, pp. 62–75. DOI: 10.17759/autdd.2020180107. (In Russ., аbstr. in Engl.)

References

  1. Bondar’ T.A. Podgotovka k shkole detei s narusheniyami emotsional’no-volevoi sfery: ot individual’nykh zanyatii k obucheniyu v klasse [Getting children with disruptions in emotional/volitional sphere ready for school: from individual classes to studying in a group] / T.A. Bondar’, I.Yu. Zakharova, I.S. Konstantinova, M.A. Positsel’skaya, M.V. Yaremchuk. Moscow: Publ. Terevinf, 2012. 280 p. ISBN 978-5-4212-0063-5.
  2. Borodina L.G. Tipologiya otklonyayushchegosya razvitiya: Varianty autisticheskikh rasstroistv [Typology of deviating development: Variants of autistic disorders] / L.G. Borodina, N.Ya. Semago, M.M. Semago : M.M. Semago [ed.]. Moscow: Publ. Genezis, 2020. 368 p. ISBN 978-5-98563-597-3.
  3. Brisch K.H. Bindung-psikhoterapiya: mladenchestvo i rannii vozrast [Bindung-psychotherapy: infancy and early age] / K. Brish. Moscow: Publ. Terevinf, 2018. 204 p. ISBN 978-5-4212-0500-5.
  4. «Gibkie» klassy — forma okazaniya korrektsionno-pedagogicheskoi pomoshchi uchashchimsya s osobennostyami razvitiya v usloviyakh integrirovannogo obucheniya: metodicheskie rekomendatsii [“Flexible” classes — a form of offering correctional support to students with developmental disorders in the conditions of integrated education: methodical guidelines] / Shevchuk L.E., Reznikova E.V. (compilers). Chelyabinsk: Educational-methodical center «Obrazovanie», 2008. 116 p.
  5. Lisina M.I. Formirovanie lichnosti rebenka v obshchenii [Formation of a child’s personality in communication] / M.I. Lisina. Saint Petersburg: Publ. Piter, 2009. 410 p. ISBN 978-5-388-00493-2.
  6. Nikol’skaya O.S. Affektivnaya sfera cheloveka kak sistema smyslov, organizuyushchikh soznanie i povedenie [Human sphere of affection as a semantic system organizing consciousness and behavior] / O.S. Nikol’skaya. Moscow: Publ. Moscow State University of Psychology and Education, 2008. 464 p. ISBN  978-5-94051-041-3.
  7. Nikol’skaya O.S. Autichnyi rebenok: puti pomoshchi [Autistic child: ways of support] / O.S. Nikol’skaya, E.R. Baenskaya, M.M. Libling. Moscow: Publ. Terevinf, 1997. 341 p. ISBN 5-88707-005-6.
  8. Nikol’skaya O.S. Psikhologicheskaya klassifikatsiya detskogo autizma [Psychological classification  of infantile autism] / O.S. Nikol’skaya [Web resource]. Al’manakh Instituta korrektsionnoi pedagogiki RAO [Almanac Institute of Special Education], 2014, no. 18. URL: https://alldef.ru/ru/articles/ almanah-18/psihologicheskaja-klassifikacija-detskogo-autizma  (Accessed 24.02.2020).
  9. Peters T. Autizm: ot teoreticheskogo ponimaniya k pedagogicheskomu vozdeistviyu [Autism: from theoretical understanding to pedagogic influence] / T. Piters. Saint Petersburg: Publ. Institute of special pedagogy and psychology, 1999. 192 p.
  10. Shargorodskaya L.V. Organizatsionno-pedagogicheskie usloviya inklyuzivnogo obucheniya mladshikh shkol’nikov s rasstroistvami autisticheskogo spektra: avtoref. ... diss. kand. ped. nauk [Organizational and pedagogic conditions of inclusive education of grade schoolers with autism spectrum disorders: abstract of the dissertation for the degree of Candidate of sciences in pedagogy] / L.V. Shargorodskaya. Moskva, 2017. 25 p.
  11. Shargorodskaya L.V. Sozdanie spetsial’nykh obrazovatel’nykh uslovii obucheniya v nachal’noi shkole detei s rasstroistvami autisticheskogo spektra. Dinamicheskaya model’ integratsii [Special learning conditions at the elementary school for children with autism spectrum disorder. Dynamic model of integration] / L.V. Shargorodskaya [Web resource]. Al’manakh instituta korrektsionnoi pedagogiki RAO [Almanac Institute of Special Education], 2018, no. 34. URL: https://alldef.ru/ru/articles/almanac-34/ the-creation-of-special-educational-conditions-for-learning-in-elementary-school-children-with- autism-spectrum-disorders-dynamic-model-of-integration  (Accessed 24.02.2020).
  12. Koenig K.P. et al. A Model for Inclusive Public Education for Students With Autism Spectrum Disorders. Teaching Exceptional Children, 2009, vol. 42, no. 1, pp. 6—13.
  13. Roberts J.M.A., Keane E., Clark T.R. Making Inclusion Work. Effective Inclusion Strategies. Autism Spectrum Australia’s Satellite Class Project. International Journal of Inclusive Education, 2012, vol. 16, no. 10, pp. 1001—1017.  doi:10.1177/004005990804100203
  14. Thacker J., Strudwickand D., Babbedge E. Educating children with emotional and behavioural difficulties: inclusive practice in mainstream schools, London: Publ. Routledge Falmer, 2002. 151 p. ISBN: 9780203994399. doi:10.4324/9780203994399
  15. Swaim K.F., Morgan S.B. Children’s Attitudes and Behavioral Intentions Toward a Peer with Autistic Behaviors: Does a Brief Educational Intervention Have an Effect? Journal of Autism and Developmental Disorders, 2001, vol. 31, no. 2, pp. 195—205. doi:10.1023/A:1010703316365

Information About the Authors

Lyudmila V. Shargorodskaya, PhD in Education, special education teacher, Autonomous Nonprofit Organization of Additional Education «Children Development Center “Ester”», senior lecturer of the Institute of Special Education and Complex Rehabilitation, the chair of oligophrenopedagogy & clinical basics of special education, Moscow City University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5479-6935, e-mail: lushar@yandex.ru

Metrics

Views

Total: 2084
Previous month: 53
Current month: 4

Downloads

Total: 1018
Previous month: 6
Current month: 0