Συνεκπαίδευση παιδιού με αυτισμό υψηλής λειτουργικότητας σε νηπιαγωγείο

Abstract

The modern trend in special education is to guarantee the right to education for all children and to establish schools that include all children, understand their peculiarities, assist their learning and respond to their individual needs. Particular role in better support and acceptance of a child with special needs is early evaluation and valid intervention. The schooling readiness of a child with learning or behavioral problems is directly related to pre-school intervention in kindergarten inclusive schools. Below, the results of the inclusion of a high-functionality autism pupil in kindergarten are presented.

X. is a nursery student with a high-functionality autism (from a public hospital - children). He wants to have relationships with his classmates and get involved with them as well as play. But the difficulty of managing social relations satisfactorily leads to anger and verbal as well as physical assault on his classmates. Goals: Primary Inclusion in the classroom Communication and interaction Develop proximity Social response Development of motor activities Secondary: Exercise row switching Practicing reciprocity and sharing Adaptation to changes Participation in expansion activities Develop parallel activity (with awareness and respect for others) through understanding and applying rules

Intervention interval: 3 months. 50 minutes a day. 5 times a week.

Mode of Intervention: Alternating small groups of children separated from the class with each group in each group. Future goal of the results of the intervention in the small groups to lead to generalized desired behavior.