Educating Students with Autism Spectrum Disorders: Organizational Problems

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Abstract

The article presents data of applied socio-psychological research devoted to the study of difficulties encountered by educational institutions when teaching children with autism spectrum disorders (ASD). The research involved analysis of theoretical issues and practical experience on the subject; a survey of administrative and teaching staff; an exploration of organizational problems related to the education of children with ASD, in particular, the need for methodological support in teachers providing such education. The findings of the research indicated the following problems in educational institutions teaching children with ASD: 1) Education models for children with ASD require personnel and economic support; 2) teachers are not provided with special training necessary for working with children with ASD and for developing adapted teaching programmes; 3) institutions lack methodological and didactic support necessary for working with children with ASD; 4) there’s no communication between educational and medical institutions concerning the assistance to children with ASD and their families.

General Information

Keywords: special educational environment, professional readiness of teachers, educating children with autism spectrum disorders

Journal rubric: Clinical and Special Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2016210311

For citation: Samsonova E.V., Alekseeva M.N. Educating Students with Autism Spectrum Disorders: Organizational Problems. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2016. Vol. 21, no. 3, pp. 97–104. DOI: 10.17759/pse.2016210311. (In Russ., аbstr. in Engl.)

References

  1. Samsonоva E.V. (eds.) Russian and foreign re- search in the field of inclusive education. Series: In- clusive education. Issue 10. Moscow: «Forum» 2012, 180 p.
  2. Samsonova E.V. Podgotovka kadrob dlya inklusivno- go obrazovaniya [Staff training for inclusive education]. Spravochnik rukovoditelya doshkol’nogo uchrezhdeniya [Reference manager preschool], 2014, no. 1, pp. 45–47.


Information About the Authors

Elena V. Samsonova, PhD in Psychology, Head of the Research and Methodological Centre of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8961-1438, e-mail: SamsonovaEV@mgppu.ru

Marina N. Alekseeva, research fellow, City resource center for the development of in- clusive education, Moscow, Russia, e-mail: eyesoftalia@gmail.com