A child with autism spectrum disorder goes to school. What should parents, school, teacher be ready for?

Autism is called the syndrome of the century for a reason: at the moment, this diagnosis is becoming more common. Despite the efforts of community and medical organizations, there is still a lot we do not know about autism.

Our freelance correspondent Alexandra Chkanikova held a conversation with the director of the SPC PZDP named after G. Ye. Sukhareva, psychotherapist of the highest qualification category Marina Aleksandrovna Bebchuk, with the director of the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Artur Valerievich Khaustov, as well as with some teachers of Moscow schools.

The result is an express guide for the teacher on how the education of a child with autism in a mass school can be organized, and what parents and teachers can prepare for.

What is Autism?

Today, childhood autism is viewed as a general developmental disorder, that is, it is not a disease, but a severe disorder of mental development. There are several types of autistic disorder. According to the international classification of diseases ICD-10, there are four types:

F84.0 - Childhood autism (autistic disorder, infantile autism, infantile psychosis, Kanner's syndrome);

F84.1 - atypical autism;

F84.2 Rett syndrome;

F84.5 - Asperger's syndrome, autistic psychopathy.

Recently, all autistic disorders have come to be grouped under the general acronym ASD - Autism Spectrum Disorder.

The manifestations of autism are very diverse, but the most common characteristics are the inability to establish full-fledged contact with people, extreme isolation from the outside world, a weak reaction to external stimuli, a stereotypical and rather narrow range of interests. Often in the literature you can find the metaphor that a person with an autistic disorder lives as if under a dome, is detached from the outside world and very few people are ready to "let" into him under the dome.

So, a child with ASD goes to school ...

Who decides where and how a child with ASD learns?

In fact, the decision is always made by the parents, and there are two possible scenarios. The first is if the parents have managed to notice, learn and accept the fact that their child has autism. They consulted a doctor on time, the child was diagnosed, and it was clarified at the medical commission that the child's intelligence was preserved (intellectual disabilities are the only actual obstacle). The future student was regularly monitored by specialists and received the necessary psychological and pedagogical correction. Thus, by the age of seven, many of the child's autistic symptoms have already been smoothed out and, most likely, he is ready for school as much as his disorder allows.

The second scenario is when parents do not know, do not see, deliberately keep silent about their child's illness. Naturally, in this case there were no commissions, consultations, no psychological and pedagogical work, and a child with a neglected disorder ends up in school, where no one has been warned either. This is a more difficult story for everyone involved: painful for a child, difficult for educators and ultimately unpleasant for parents, since ASD is not one of those diagnoses that will go away on its own. Sooner or later, all participants educational process it will become clear that the child has health problems.

In the first case, parents will listen to the advice of experts, choosing an educational path for the child, in the second, it will be a "one-sided game" until the parents come to the realization, and then they will have to start all over again: diagnosis, correction etc.

If we are responsible parents, then ...

It is best if at the time of enrollment in the school according to the main list (that is, by March-April), the parents had all the documents related to the particular development of the child ready. To do this, in November-December, it is worth showing the child at the PMPK - the psychological, medical and pedagogical commission.

This is a permanently operating body, the task of which is a comprehensive examination of the child for the presence of a particular diagnosis, an assessment general level its development and recommendations for the organization of its education. The commission includes multidisciplinary specialists - defectologists, speech therapists, doctors (neurologists, psychiatrists). They will give the child's parents a recommendation on what form of education is suitable for him and on what program the child will be able to study.

A kindergarten can send a child to PMPK by submitting his characteristics to the commission, or parents can enroll him on their own initiative.

Before undergoing PMPC, a child with ASD undergoes a medical commission at a medical institution. The purpose of the medical commission is to determine the diagnosis, in order to then select the type of educational program that matches the characteristics and intellectual level of the child's development.

It is important that the PMPK works in continuity with the medical commission. For example, at the medical commission, the child demonstrates a sufficient level of intelligence to study according to the program 8.1 or 8.2, and at the PMPK he does not cope with the tasks - then the PMPK is obliged to recommend him to study according to an inclusive program anyway.

Should parents tell the school that their child has ASD?

By law - no, no one obliges parents to inform the school that a child has autism. They do not have to provide any certificates - but in order for the child to get into the conditions suitable for him, it is important to inform the school administration that the child is special. If the parents did not promptly inform the school about the child's difficulties, the school will not be ready to teach the child with ASD, and this will ultimately lead to serious difficulties in organizing the educational process - both for the child himself and for the whole class.

Usually, the first meeting of representatives of the school administration with the future student and his parents takes place during the formation of the first grades, in April-May. At this moment, and without any inquiries, it will become clear to specialists (school psychologist, speech therapist, speech therapist) that not all is well with the child. Further clarifications will fall on the school year (autumn), and it is not known how many unpleasant moments will have time to happen to the child during the educational process.

How do children with ASD learn?

Studying programs

In accordance with the Federal State Educational Standard, there are four different versions of the educational program for children with ASD, subdivided according to the degree of the child's intellectual development.

Program 8.1: children with intact intellect are trained on it. The level of their final achievements should be the same as that of their peers. Children study according to regular textbooks, a regular curriculum and a standard curriculum. The difference is that they must additionally engage with a psychologist, speech therapist. For the period of adaptation to school, the child may need a tutor.

Program 8.2: children with ASD who have mental retardation are trained. Their level of final achievements should also correspond to the level of their peers, but they study in a longer period of time. If the child has previously attended preschool organization and received psychological and pedagogical correction, the period of his training in primary school will be five years. If he did not attend a preschool organization, he will study for six years.

Program 8.3- Children with mild and moderate intellectual disabilities are trained in this program. This is a borderline situation: on the one hand, such children could study in specialized schools, on the other hand, at the request of their parents, they can also be enrolled in a mass school. The expected level of their final achievements does not correspond to the level of their peers; they study from adapted textbooks. The term of study in elementary school for such children is 6 years.

Program 8.4- for children with severe mental retardation and multiple developmental disorders. As a rule, such children have serious speech therapy problems (do not speak at all or have serious delays speech development). The term of study under the program 8.4 is 6 years, the expected level of achievement differs significantly from the level of peers, with the main emphasis being placed more on the socialization of the child than on academic success. Approximately 70% of the educational program will be aimed at mastering the child's everyday skills and life competencies.

How can training be organized?

As for the options for organizing education for children with ASD, they can be as follows:

Full inclusion. The child studies in a regular class with peers.

Inclusive education using resource zone technology. The child is enrolled in a regular class, but when he has difficulties, he can receive individual support in a separate room - the resource zone. This form is possible if a tutor is assigned to the child and if a resource zone is equipped at the school - a large office where each child with special needs is engaged individually with his tutor.

Correctional classes in a general education or special correctional school, or the child is enrolled in a special school. And here options are possible - for example, a child with autism can get into a class where very different children with very different developmental disabilities are gathered (integrated class). Or, if he has intellectual disabilities, he may study in a class with children with intellectual disabilities. Or the class is fully staffed with children with ASD - in different forms and manifestations.

Individual training at home. Some children, due to their behavioral disorders, are recommended to study individually at home, but even in this situation, it is worth thinking about socialization - for example, connecting to a peer class at least once a week for certain subjects, for outdoor events.

Individual plan

Let's pay attention: there is no direct connection between the level of the program and the form of organization of training. It is important that the form of organization of training is selected individually, in accordance with the needs and level of socialization of the child.

And further! Each child has the opportunity to create an individual curriculum. This is a special schedule for the child - where, what and at what point he will learn. For example, for a child with ASD, mathematics is extremely difficult, so he spends almost all the time in an inclusive class, and during math lessons he goes to individual sessions with a defectologist.

The school draws up an individual plan for the child, by the joint decision of specialists within the organization - class teacher, psychologist, speech therapist, subject teachers. As a rule, the decision on an individual plan is made after a diagnostic period, which lasts about a month. Thus, by the end of the first quarter, the child can already receive his individual plan.

Do children with ASD need special textbooks?

This is a sore point, since there is no universal textbook for children with ASD and, probably, it will be almost impossible to create one: the manifestations of this disorder are too diverse. Every child with ASD needs an individual approach.

At the moment, teaching children with ASD according to programs 8.1 or 8.2, teachers can take the line for a general education school as a basis, but even in this situation, textbooks need to be adapted. If the child is studying according to the program 8.3 or 8.4, then textbooks for children with intellectual disabilities are taken as a basis, which also need to be adapted. For example, reduce the number of exercises on one sheet, make the font larger, reduce the number of small insignificant details in drawings, add visual support (drawings that make it easier to understand).

Usually, teachers of inclusive schools themselves, as they can, adapt certain chapters of textbooks to the needs of students. But, of course, if there ever was a textbook for children with ASD, at least an average one, it would be very valuable.

How to choose the most convenient way for the child?

There is an opinion that studying in a regular class is always better than in a correctional class. In this regard, many parents of children with ASD set a goal for themselves - to fight for the opportunity to study in full inclusion mode.

All experts are unanimous in their opinion: before fighting, parents should calmly, slowly, consider all the pros and cons of each form of organization of education - in relation to their child, to their case. In particular, be sure to ask yourself the following questions:

What is more important to you - social or educational inclusion? Quite often, the same form of study will not give you both. For example, in a correctional class, a child will feel like a fish in water, where everyone understands him, condescending to his characteristics. But, of course, in terms of education, everything is simpler and weaker here. And in a regular class, he will receive more knowledge, but he will feel like a stranger among his peers, which, of course, is detrimental to his socialization.

Is the game worth the candle? More precisely, is studying in a regular class worth the effort and stress. Excessive stress is simply contraindicated in children with ASD.

What exactly can your child gain from a regular class? For example, it is possible to form an individual plan according to which the main subjects (Russian, reading, mathematics) the child goes through a lightweight program in a correctional class or even at home, and comes to school in a regular class for those subjects that develop him physically, are related to manual labor and overall development(music, technology, physical education).

And please, take it as an axiom: the choice of the level of inclusion and the form of education is not the factor by which it is fair to evaluate your child or you as a parent. You just find the most suitable way, and do not try to prove something to someone, cheat, "achieve" the best, etc. Please assess the situation sensibly: sometimes a correctional class can give a child much more than an inclusive one.

Parents and school: rules of interaction

Can the school administration refuse to teach a child with ASD?

This is not an easy question. On the one hand, according to the Law on Education, any child with any degree of ASD, with preserved intelligence, can study in a mainstream school. On the other hand, not every school is able to provide such a child with all the necessary conditions. Inclusion is very expensive for a school and not easy to organize.

If a school cannot provide a child with ASD with all the conditions for learning, parents have two options: either to find another school, or to insist on creating special educational conditions for their child at this school.

That is, a student with ASD is an inevitable problem for school?

If we are dealing with a negativistic scenario (when the parents do not recognize the characteristics of the child) - yes, this is definitely a problem for everyone. If the parents have acquired all the necessary documents, perhaps they have issued a disability for the child, then this is a kind of opportunity for the school. Together with the documents on the child's disability, the parents bring additional budget resources... In a sense, it is even beneficial for a school to compete for inclusive status.

Can all schools guarantee adequate education for a child with ASD?

Not all of them, of course. Typically, during the enrollment phase, school officials will honestly explain to parents that the school is not ready to provide the child with adequate opportunities. Then the child can be recommended correctional school or give the address of the nearest inclusive school. There are such schools: they invest a lot of effort and money in maintaining the status of inclusive, resourceful ones. Parents of children with ASD should look for such a school: it will be much more useful for the child to study there.

But there are few such schools: for example, in Moscow there are no more than ten of them, but those that exist really know how to work with special children. Here they are really taught, adapted, included in society.

In fact, it is quite normal that a regular school is in no hurry to accept a child with ASD. If the director, teachers, administrators have never dealt with this phenomenon, it is unlikely that the experience of studying in such a school will be useful for the child. It will be more honest to objectively see your resource and understand what you can really give a child with autism, and what you cannot yet.

It is known that many children with ASD are shown to study with a tutor - a personal assistant and mentor. Where to find a tutor for a child, should the school do this?

If, according to the conclusion of the PMPK, the child is entitled to the assistance of a tutor in learning, then the school must provide him with tutor support. For this, an additional staff unit is being introduced at the school.

There are three forms of tutoring in total:

The position of a tutor is in the staffing table, and then the school will provide you with a tutor.

You have a regular school, then the parents themselves find, invite a tutor and, most likely, they themselves will find a way to pay for his services, but at the same time the tutor must sign an agreement with the school.

Parents seek help from students passing industrial practice, or volunteers. A volunteer can be found by both the school and the child's family by contacting one of the public organizations that support children with autism. It is important here that the found person has a sufficient level of understanding of the child.

The worst case scenario is when one of the child's parents is present as a tutor at school. We do not support such a situation, but, unfortunately, if we could not find a tutor, we have to resort to this measure.

What should a teacher prepare for?

So, a child with an autism spectrum disorder will come to your class ...

The appearance of a child with ASD in the classroom is a serious challenge to the teacher. Most likely, you will be shocked: in front of you there will be a student who, for example, has not formed an educational stereotype - that is, he is not ready to sit at a desk, be meek, listen in silence, answer questions. Or he will be constantly distracted, unable to concentrate, his emotions are unpredictable, and often they simply cannot be easily pacified.

We will warn you right away: it will be very difficult for you without special training. If it turned out that you did not have time to complete the training courses, get ready that not everything will work out and not immediately. However, experts can give you some tips to help you deal with the situation more easily.

1. Collect all information- first of all, about the disorder itself. The more you know about the challenges people with ASD face, the easier it will be for you to deal with your own anxiety. Ultimately, an autistic child is not so much a threat to you as a person who desperately needs your help. Try to be in a strong position as a patient helper, not a victim of circumstances, and then it will be easier to get involved in new circumstances.

2. Watch your child. Although you are not a parent or a tutor to him, for successful work you need to know how he behaves in a given situation, what scares him, annoys him, calms him down. If the child's parents are ready for contact, ask them, find out as much as possible about how to help yourself and the child in a difficult situation.

3. Show interest. Yes, a child with ASD is not the easiest student. In a way, his appearance challenges you: Do you love children enough to continue to do your job with brilliance? Your interest, attention, enthusiasm for the life and interests of the child is the most adequate way of interaction.

4. Transform your study space. You will need to structure the environment in which the child is in a special way. If the diary schedule is enough for ordinary children, a child with ASD simply needs all important information see before your eyes. Hang the schedule on the board, glue a piece of paper with tips to the desk, indicate the direction of movement with arrows. You will only be able to teach a child with ASD if the educational environment is predictable and safe for them.

Can a teacher start teaching a child with ASD without special training?

This is extremely difficult. An experienced teacher with a developed professional intuition is really able to quickly "grope" a situation. However, you should not force a good teacher to act by trial and error: it will be much more useful to give him all the necessary knowledge about the peculiarities of the development and behavior of children with ASD, to help him master effective methods of correction and teaching. For example, the teacher should always be able to understand what is happening to the child: is he excited? Scared? Talk to your child about a particular problem, or just show him the desired picture? Should I explain something to him in detail now, or just take him away from other children and give him a rest in peace in a quiet place? All of these things are easier to digest if you know what to do.

The minimum possible level of education is taking short-term refresher courses. On average, the training period is about 2 months, but significant results are achieved already in 1-2 weeks of intensive work. A huge role is played here by the personality of the teacher and his life attitudes. The key qualities for a teacher in an inclusive class are patience, dedication and readiness for the fact that in such a matter as teaching a child with ASD, there are no quick results. But when you wait for the results, albeit slow ones, you will feel that you have conquered a real pedagogical Everest.

Alexandra Chkanikova

Semago N.Ya. , candidate psychological sciences, Leading Researcher, Laboratory of Psychological Problem of Children with disabilities adaptation of the Moscow Psychological and Pedagogical University, Moscow, Russia, [email protected]
E.A. Solomakhina , teacher-defectologist of the highest category, GBOU Gymnasium № 1540, Moscow, Russia, [email protected]

Full text

Even five to seven years ago, it was difficult to imagine that most children with autism spectrum disorders would actually be considered participants in the process of inclusive education, and that teachers in mainstream schools would ask for information about the features of ASD in refresher courses. The reality today is that in many schools, children with autism spectrum disorder study with peers with other problems, or simply with regular peers. But, despite the successes achieved in this area, there are many problems associated with the actual social and educational adaptation of children with ASD, which determines the need for long-term and specific psychological and pedagogical support.

Available today practical experience teaching children with ASD shows that for this category of children, not only different learning models should be developed and implemented, which maximize the realization of the right to receive high-quality and adequate education opportunities and abilities and the "liberating" potential of these children, but also an integral system of psychological and pedagogical accompaniment.

At present, approximate adapted basic educational programs for children with ASD (options 8.1; 8.2; 8.3; 8.4), inside which a correction component is also "sewn up".

The most promising form schooling a child with ASD is presented with a gradual, individually dosed and specially supported inclusion in a group or class of children with no or less severity of communication problems, whose capabilities at this stage are assessed as comparable to their own learning capabilities. The developed methods of special assistance to children with autistic disorders should be maximally used in the process of individual psychological and pedagogical support for their inclusion in groups of children.

That is why the issues of adequate targeted psychological and pedagogical support of a child with ASD are extremely relevant today.

Main features children with ASD that hinder their social adaptation and learning among peers are:

· Pronounced difficulties of social and emotional interaction;

· Difficulties in organizing their own activities and behavior, behavioral disorders, expressed to varying degrees;

· Pronounced unevenness and specificity of the development of mental functions, the specificity of the development of cognitive activity in general;

· Difficulties in establishing productive interaction with others;

· The need for a specially organized educational space, the use of special techniques and methods in teaching and psychological and pedagogical support of children with ASD.

Autistic Disorder Options

Childhood autism is currently viewed as a distinct type of developmental disorder. All children with autism have impaired communication and social development and emotional development. Common to them are affective problems and difficulties in the formation of active relationships with a dynamically changing environment, which determine their attitudes towards maintaining constancy in the environment and the stereotyped nature of their own behavior. At the same time, the population of such children, including those in school age is extremely heterogeneous. In this regard, they are not talking about autism as such, but about the "line" of autism spectrum disorders.

A child with autistic disorder can be autonomous and have persistent fears and stereotypes; not to use speech at all, or to use simple speech stamps, or to have a rich vocabulary and detailed, complex phrasal speech that is not in age. Most of these children are diagnosed with a pronounced unevenness (or uneven deficiency) in the development of mental functions, there are also autistic children, whose intellectual development is quite difficult to assess in a short time. It is not uncommon for children with severe autism to show selective talent - this can be special musicality, absolute literacy, mathematical abilities, etc. In addition, the picture of the difficulties and opportunities of a child with autism by school age differs significantly depending on whether he received adequate assistance from specialists, including medical help. Timely started and properly organized psychological and pedagogical assistance allows you to form communication skills already in preschool age, but they seem to "break" in a new and unpredictable school situation for the child, they need to be built anew.

Due to the heterogeneity of the composition of this category of children, the range of differences in the required level and content of primary (and even more general) education of children with ASD should be as wide as possible, corresponding to the capabilities and needs of all children. These requirements are reflected in the sections of the Federal State Educational Standard for children with disabilities.

Thus, speaking about children with ASD, we will mean disorders of the affective-emotional sphere, leading to a distortion of all proportions of mental development. V special psychology this category of violations refers to different options distorted development.

Today, there are two main groups of distorted development:

· Distortion of the predominantly affective-emotional sphere (4 groups of early childhood autism, according to the classification of O.S.Nikolskaya). This classification is based on the author's model of the affective organization of behavior and consciousness;

· Distortion of the predominantly cognitive sphere (atypical or procedural autism).

It is quite obvious that in each of the options the child will exhibit specific features of behavior and development of both affective and cognitive and regulatory spheres. But at the same time, in general, it is possible to identify the main areas of activity of support specialists and outline the specific tasks facing them.

Activities of specialists

accompanying children with ASD

Psychologist's activity

The psychologist is the main carrier of ideas about the special educational and social needs of the child, he consults and accompanies the activities of other specialists - a teacher, tutor, speech therapist.

A child with ASD in a regular school has enormous difficulties precisely with social and emotional adaptation, and therefore he needs a specific psychological help... The tasks of a psychologist here are diverse, we will list the main ones:

· Formation of the boundaries of interaction;

· Assistance in organizing training (in the absence of tutor support) - within the framework of frontal training;

· Formation of communication skills in stereotyped situations and their flexible change;

· Individual work with a child, aimed at the formation of ideas about oneself and others (the formation of a mental model);

· Formation of programming and control functions;

· Work with the family and coordination of its interaction with specialists;

· Work with peers of the child (with a class or mini-group).

The last task requires the development of methods of group work on the formation of interpersonal interaction, classes with a psychologist on the formation of communication skills, interaction skills of children in the classroom, including the child with ASD.

It is the psychologist who helps the child in shaping the boundaries of communication, building simple relationships with children and adults, taking into account certain rules of behavior that do not violate the interests of another person. Various, including simple playful ways and techniques of interaction, help children with ASD to feel the boundaries of interaction and maintain a certain distance in communication. As a rule, these relationships are easier to build with adults.

Only after such simple relationships with children and the teacher become possible for a child with ASD (within the framework of sufficiently repetitive situations), can we begin work on the formation of interaction and communication skills in the child's environment as a whole. Such work involves the use of group work methods in the class.

Children with ASD often find it much more difficult to establish even simple relationships with peers than with adults. Communication cannot automatically improve over time, and at best remains at the level of running around, which not only overexcites the child, but also causes him discomfort and anxiety. Therefore, the volume of such contacts with other children should be sufficiently dosed, and communication should be clearly organized within the framework of the stereotype of a lesson and a change. On initial stages adaptation, it is very important to prevent the emergence of conflict situations and the consolidation of negative emotional reactions in a child with ASD. In the same period, work should begin to develop the child's ideas about himself and about others, in particular, on the formation of a mental model, which implies an understanding by a child with ASD that another person has thoughts, feelings and desires other than his.

Only after such relationships with other children and the teacher become possible for the child (with repetitive situations of a lesson or structured change, going to the cafeteria or for a walk), can the communication skills of the child with ASD be gradually expanded and the child can move on to organizing the interaction of children at various unstructured events. - holidays, excursions, etc.

The work of a psychologist with the parents of a child with ASD is based on an understanding of the difficulties faced by the family and on an understanding of the specifics of a particular variant of autistic disorder. On the other hand, the psychologist discusses with the parents the possibilities of both basic (at school) and additional (outside school) help, including medical. In his work, the psychologist uses various psychocorrectional technologies. In a number of cases, it is advisable to transfer this particular type of work to the specialists of the PPMS center within the framework of network interaction.

Activity of a teacher-defectologist

The main tasks of a teacher-defectologist when working with children with ASD are:

1. Creation of an adequately organized environment, which becomes the main method of corrective action when working with a child. The stereotypical form of existence for him remains the most accessible and ensures the reduction of anxiety, fears, helps to organize and structure activities correctly and effectively. The entire space must be zoned in accordance with the activities performed: training area, play area, recreation area, etc.

2. Organization and visualization of time. For children with ASD, timing is very important. The regularity of the alternation of the events of the day, their predictability and planning of the upcoming ones help to better understand the beginning and end of any activity. Hence, it is easier for them to experience what was in the past and wait for what will happen in the future. Various types of schedules, instructions, calendars, clocks are widely used here.

3. Structuring of all types of activities. The main area of ​​work here is the formation of productive activity and interaction skills in preschool children and the formation of a stereotype of educational behavior at school age. With specially organized training, a child needs to master many social competencies that his ordinary peers acquire practically independently.

The tasks described above will be solved by other specialists of the school, first of all by the teacher of the class, but it is the defectologist who organizes this work as correctional work and transfers the methods of work to the educational activity of the child.

4. Overcoming development inequalities. This task is solved through the use of special techniques and programs, as well as the use of special and specific methods, methods and techniques of teaching (for example, alternative and facilitated communication, global reading). When working, consider the following:

The predominance of visual means of presenting the material;

Rational dosage of information;

The pace of material presentation, adequate to the possibilities of perception;

Use of adapted texts;

Variability of the level of difficulty of tasks.

5. Organization of the mode of communicative communication. Special attention should be paid to work on the extension vocabulary and the development of the conceptual side of speech. Children need to be explained in detail the meaning of the tasks, as well as what is expected of them. You should talk with a child with ASD all the events of the day, important moments in life. Communication needs to be made as concrete and integral part of life as possible. If a child has great difficulties in completing an assignment, it is recommended to use visual support (photographs, pictograms).

6. Escort educational process... This type of activity has several directions:

a. Drawing up an individual curriculum. Together with other escort specialists and legal representatives of the student at the beginning school year an individual work plan is being developed. The timing of its implementation can vary from one month to six months, but not more.

b. Monitoring student progress. This makes it possible to regularly monitor the dynamics of the child's achievements in the educational and social areas and make timely adjustments to the planned activities. The teacher-defectologist must ensure that the recommendations developed by the school council are followed by all participants in the educational process.

v. Helping your child learn program material and bridging the gaps.

This type of activity is carried out mainly in individual correctional classes.

d. Mastering the program material by students individually or as part of a small group work (with significant difficulties in mastering in a classroom-lesson form).

e. Organization of the process of including students in the classroom form.

7. Social and household adaptation.

All acquired skills and abilities must be consolidated and transferred to various life situations. Work to improve social adaptation should go in close cooperation with the teacher and the child's parents.

Help for a child with ASD is provided by a teacher-defectologist for as long as the child needs it. A positive result of work can be considered the moment at which the child needs less and less extensive help. With the growth of his independence, the support of the defectologist is reduced to a minimum of help and support. The result is always individual and in each specific case depends on the potential capabilities of the child, which develop in the process of education and training.

Activities of a speech therapist

The tasks of a speech therapist as a support specialist are also extremely diverse. On the one hand, a child with ASD may have signs of phonetic and phonemic underdevelopment, and features of sound pronunciation, which requires a special, well-developed in speech therapy. correctional work.

On the other hand, the speech of such a child is extremely specific. This applies to all its aspects - from tempo-melodic to difficulties in understanding written speech.

1. Work on the prosodic side of speech, its melodic and rhythmic components is inextricably linked with the understanding of speech.

2. Another area of ​​activity of a speech therapist is specially organized work on the understanding of complex oral speech and on the comprehension of the material read. . We know very well that even if a child with ASD reads fluently enough, he usually reads extremely monotonously, not observing punctuation marks and sentence boundaries, which is one of the reasons for reading comprehension difficulties. The work of a speech therapist in developing the skills of intoned meaningful reading will greatly contribute to the educational adaptation of a child with autistic disorder.

3. In addition, an important part of the speech therapist's work is the formation of the child's communicative side of speech, the ability to work in a dialogue mode, to answer the questions posed in essence, the development of the child's ability to maintain a dialogue and even initiate it. It is clear that not only the speech therapist works on the communicative side of speech. But at first, it is he who, in his classes, will contribute to the creation of certain communicative stereotypes, which later the child, with the help of a psychologist and a teacher, will be able to transfer into broader communicative situations.

4. Like any other child, a child with autistic disorders may have dysgraphic difficulties. Most often, such a child writes quite competently, but cannot in any way apply the rule in relation to even a correctly written word or text. Many practitioners believe that such children often have so-called innate literacy, and it is the analysis of the rule by which a particular word or expression is written that turns out to be extremely difficult for them. It is important here that the speech therapist explains the situation to the teacher, who, in turn, does not overdo it with the requirement to apply the rules.

5. If necessary, work on the formation of phonetic-phonemic perception can be carried out with the child, which will also affect the development of written speech.

6. Correction of the sound-pronunciation side of speech is not an essential task, often it is this work of a speech therapist that causes negative reactions of the child, especially if it requires tactile interaction with him.

Tutor activities

Development features arbitrary shapes activities of a child with autistic disorders, in particular, voluntary or divided attention (concentration of attention on joint activities), voluntary concentration, the difficulties of such a process as imitation create the need to develop special tactics in organizing the learning process. In a learning situation, such a child experiences many difficulties. In this case, at first, the child must be accompanied by a tutor, and if he has significant difficulties in organizing his behavior, then the tutor accompanies the child throughout the school year (subject to the recommendations of the PMPK).

The activity of a tutor is the organization of educational behavior. It is the tutor who, without “sticking” to the child and not replacing the teacher, helps him orient himself both in the space of the notebook and in the sequence of necessary actions, he repeats the teacher's instructions, thereby removing the difficulties of perceiving frontal tasks.

At the first stages, the tutor becomes a kind of guide and translator for the child, helping in the organization of learning behavior and learning space. At the same time, the teacher himself must own certain techniques that allow to structure activities and thereby form educational stereotypes. These methods of general organization of activities should be clearly understood by them, and they should be given special attention. In order for the autistic child to gradually adapt or adapt to the learning situation, it must be structured as much as possible. This structuredness (as the basis for organizing certain stereotypes) is necessary not only in the classroom, but also during recess, in the dining room, during a walk.

It is also difficult to do without the help of a tutor, who, on the one hand, organizes the change for the child and other children, and, on the other hand, helps in the formation of stereotypes of social behavior in children. Often it is in these situations that one gets acquainted with the norms of social interaction, communication with peers and adults, from the simplest: how to ask for a particular subject that interests the child, how to respond to the question asked, ask about something yourself, etc. This work can be carried out in conjunction with a psychologist.

A separate task in the organization of a child's educational activity is work on the creation of external markers and rules of life in the classroom and in the lesson in particular. The most important external marker of changes in the sequence of activities and lessons is the schedule. It should be visible to the child: it is good if the full schedule of lessons and classes in the afternoon for all days of the week hangs on the wall near the blackboard. It is easy to organize in any classroom. Such a hint makes the life of an autistic child more predictable and is an organizing factor in educational life.

With the help of the schedule, the sequence of preparation for the school day, for the lesson, can be specially worked out, and if necessary, a visual diagram of the organization of the workspace, a set of necessary training materials, a sequence of preparatory actions can be drawn up. This is extremely important because it is difficult for a child with ASD to perceive all information by ear, and what is written has a "degree of law." It is easier for him to look at the schedule himself and prepare the necessary items for the next lesson (sometimes with the help of a tutor) than to listen to the teacher's long instructions on what the next lesson will be and what should be left on the desk. Do not forget that our child perceives frontal verbal instructions poorly.

The tutor can also help the child in the lesson - by marking the desks, pages, visually indicating the direction of movement, including in the task the moments when the educational material itself organizes the child's action. Subsequence training activities can also be presented to the child visually in the form of a diagram or pictogram.

Great difficulties in organizing educational behavior arise in a child with ASD when even small failures or obstacles appear, and in this case, possible behavioral manifestations of the child will characterize his excitement, anxiety and unwillingness to continue working. It is logical if the teacher will help the child in completing the new task, giving him the impression of success and confidence that he is coping with the task. And after that, a new skill is taught, with which the child is already familiar and thinks that he can already do this.

The organization of learning behavior is also helped by certain rules. As with the schedule, many simple and seemingly obvious rules of conduct can also be presented in the form of small posters on the wall near the board. It is important to keep in mind that it is easier for a child to understand when he is told: “We have rule number 4,” and rule number 4 says that during the lesson, without permission, you cannot get up and walk around the classroom. This is easier for a child to learn than listening to the teacher's exhortation that during the lesson you should not walk around the classroom and touch other people's things. This rule should not only apply to our special child. It will not hurt other children either. Similar rules may apply to other aspects of life in the lesson or even at recess. It is important that there are not too many of them.

The development of the ability of a child with ASD to adequately assess the meaning of what is happening and the organization of behavior in accordance with this meaning requires special special work of a tutor and teacher. The environment in which an autistic child lives and studies should have a maximally elaborated semantic structure, that is, the child must be made to understand why certain things are being done. A child with autism, however, like an ordinary child, needs to be explained what is happening and the goals of the actions.

If the educational organization cannot provide the child with a tutor (that is, there is no such recommendation in the conclusion of the PMPK), then most of these tasks related to structuring and comprehending school life are solved by a psychologist, class teacher, sometimes a teacher-defectologist or social educator.

Activity social educator

Social teacher – the main specialist who oversees the observance of the rights of any child attending school. Based on the data of socio-pedagogical diagnostics, the social teacher identifies the needs of the child and his family in the field of social support, determines the directions of assistance in adapting the child to school. The social educator collects for the school team of specialists all possible information about "external" resources, together with the inclusion coordinator establishes interaction with institutions - partners in the field of psychological and pedagogical support (PPMS-center), as well as with the service social protection population, with public organizations, institutions additional education... An important area of ​​activity of a social educator is helping the parents of a child with ASD to adapt in the school community, among other parents. Such a specialist can help the teacher and other specialists of the school in creating a "Parents' Club", in developing a page on the school's website dedicated to inclusion, in finding the necessary information.

Inclusion coordinator activities

Inclusion Coordinator (Methodist) – This is a specialist who plays an important role in organizing the process of including children with disabilities in the educational environment of the school, in creating special conditions for adaptation, training and socialization of students, regulating the activities of the entire teaching staff in this direction. Inclusion coordinator is the main "carrier" of information and teacher's assistant in organizing the educational process in an inclusive classroom.

At the same time, it is important to remember that the coordinator, like the specialists of psychological and pedagogical support, is guided in his activities by the teacher's request, his initiative and information about the state, success and problems of the special child and the whole class.

The last thing that should be specially noted concerns not the substantive component of the specialists' activity, but its organizational component. The activities of all specialists of the council of an educational organization, focused on the maximum social and educational adaptation of a child with autistic disorder, should be as consistent as possible. And the areas of activity of specialists themselves should be presented in the individual curriculum and the AOOP of the child and must be agreed with his parents.

It is obvious that for each specific child with one or another variant of autistic disorders, the directions of correctional work (in accordance with the AOOP version) and other special educational environment are recommended by the PMPK specialists and are formulated in his conclusion by the PMPK. But all the tasks described above for the activities of specialists are aimed at the social, emotional and educational adaptation of children with ASD, they are inherently universal and are necessary for every child for a fairly long time.

Semago N.Ya., Solomakhina E.A. Psychological and pedagogical support of a child with ASD // Autism and developmental disorders. 2017.Vol. 15.No. 1.P. 4-14. doi: 10.17759 / autdd.2017150101 Copy

Literature

1. Baenskaya E.R. Help in the upbringing of a child with peculiarities of emotional development // Almanac of the Institute of Correctional Pedagogy of the Russian Academy of Education. 2000. Issue. 2.
2. Bashina V.M., Simashkova N.V. Features of speech disorders in patients with early childhood autism of endogenous genesis. S.S. Korsakov, 1990. No. 8.S. 60-65.
3. Dmitrieva T.P. Organization of the activities of an inclusion coordinator in an educational institution. M .: Center "School Book", 2010. Series "Inclusive Education". Issue 3.
4. Lebedinskaya K.S., Nikolskaya O.S., Baenskaya E.R. Common Efforts Needed // Children with Communication Disorders: Early Childhood Autism. M .: Education, 1989.
5. Lebedinsky V.V. Classification of mental dysontogenesis // Disorders of mental development in children. Moscow: Moscow State University, 1985.
6. Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Children and adolescents with autism. Psychological support. "Special Child" series. M .: Terevinf, 2005.220 p.
7. Nikolskaya O., Fomina T., Tsypotan S. A child with autism in a regular school. Moscow: Chistye Prudy, 2006.
8. Nikolskaya O.S. Difficulties in school adaptation of children with autism // Special child: research and assistance experience. M .: Center for Curative Pedagogy; Terevinf, 1998. Issue. 1.
9. Semago N.Ya. Detection technology educational route for a child with disabilities. M .: Center "School Book", 2010. Series "Inclusive Education". Issue 2.
10. Semago N.Ya., Semago M.M. Typology of deviant development. Analysis model and its use in practical activities... M .: Genesis, 2011.
11. Schopler E., Lanzind M., Waters L. Support for autistic and developmentally retarded children. Sat. exercises for professionals and parents. Minsk: BelAPDI "Open doors", 1997.

Metrics

Kopchikova Elena
Psychological and pedagogical support of children with ASD at the base educational organization

« Psychological and pedagogical support of children with ASD on the basis of an educational organization»

I. Introduction

Adoption Federal law "About education in the RF» and the Federal State educational standard for initial general education students with disabilities (hereinafter - Standard) guarantees the possibility of obtaining education every child with autism spectrum disorder (hereinafter - RAS).

According to article 79 of the law Russian Federation dated December 29, 2012 No. 273-FZ "About education in the RF» : "General education students with disabilities are carried out in organizations implementing educational activities on adapted core general education programs(hereinafter - AOOP).

Such organizations special conditions are created for obtaining education by the specified students ".

To overcome difficulties in the development of AOOP, social adaptation and socialization of students with ASD, they are carried out psychological and pedagogical escort.

Main directions (support) students with RAS:

Assistance in mastering the content of AOOP, including the creation of special educational environment.

Correction of specific disorders and the formation of vital competencies.

(support) students with ASD is regulated by the program of correctional work educational organization.

Psychological and pedagogical support students with ASD and correctional work is not an isolated unit of work, but component Total educational process... Corrective work is interwoven and permeates the entire educational the process is carried out within the framework of the lesson and extracurricular activities.

Correctional work in the course of extracurricular activities is carried out during implementation:

correctional courses in individual, subgroup, small group and group forms (correctional and developmental area);

supplementary education(studios, circles, sections);

extracurricular in-school activities (holidays, concerts, creative and sports events);

extracurricular activities (excursions, walks, hikes).

II. Functions of the teacher and specialists psychological and pedagogical support when providing support to students with ASD

In accordance with the requirements of the Federal State Educational Standard of NOE students with disabilities, management, pedagogical and other employees who have the required level participate in the implementation of the AOOP NOE students with ASD. education and qualifications for each position held, which must meet the requirements specified in the qualification handbooks and (or) professional standards, taking into account the profile of students' disabilities, specified in Appendices No. 1-8 to this Standard. If necessary, in the process of implementing AOOP LEO for students with disabilities, temporary or permanent participation of a tutor is possible and (or) assistant (assistant).

An interdisciplinary team providing psychological and pedagogical support of a child with ASD, in addition to the teacher, the following may be included specialists: teacher psychologist, teacher-speech therapist, teacher-defectologist, social educator, tutor, teachers of additional education.

All corrective measures and measures to adapt the child to school are developed and agreed upon by the entire team of specialists at the PMPK and should be aimed at achieving common goals that are most important in a particular period.

1. Activities of the teacher.

The main specialist who carries out constant and continuous observation, education and upbringing of a child with ASD is the teacher. Therefore, it is the teacher who makes the final decision when setting collegial correctional and educational objectives, strategies escorts and providing comprehensive assistance to children with ASD and their parents (legal representatives).

2. Activities of the teacher psychologist.

Educator psychologist forms in a child with ASD the skills of interaction with children and adults, develops communication skills, carries out measures for the prevention and correction of maladaptive behavior, carries out work on the correction of developmental disorders cognitive sphere etc.

To the main areas of correctional work psychologist can

carry:

assistance in adapting to the learning environment at school;

correction of maladaptive behavior;

the formation of social interaction skills;

the formation of communication skills;

the formation of ideas about yourself and your social environment;

shaping "Models mental» ;

emotional and personal development and other areas.

3. Activity of a teacher-defectologist.

A teacher-defectologist is a specialist who has special knowledge in organization work with children with ASD, and his assistance is aimed at mastering the AOOP NOU and AOP. This specialist provides competent professional support not only to the student, but also methodological support to the class teacher. He provides assistance in the adaptation of educational, didactic materials and educational environment... Defectological assistance is provided until the student with ASD is able to acquire the training skills necessary to master the AOOP LEO and AOP.

The main areas of work of a teacher-defectologist can be carry:

the formation of a stereotype of educational behavior;

the formation of basic prerequisites for educational activities (imitation skills, understanding of instructions, skills of working on sample, etc.... etc.);

formation of deficit educational skills;

development of cognitive activity;

correction of skills that prevent the successful mastering of program material, the development of fine motor skills, hand-eye coordination, etc.

4. Activity of a speech therapist teacher.

The tasks of a school speech therapist teacher relate to the development of speech (overcoming phonetic and phonemic underdevelopment, correction of sound pronunciation, development of the lexical and grammatical structure of speech, syllabic structure of the word, development of coherent speech, etc.).

However, with organization of comprehensive support a child with ASD, it becomes necessary to formulate tasks aimed at the general result: overcoming the difficulties of mastering the program material and the development of communication skills.

To the areas of work of a speech therapist relate:

the formation of the communicative function of speech;

formation of a student's means of communication (speech and alternative);

understanding addressed speech(understanding instructions, short texts, dialogues, etc.);

correction of dyslexia and dysgraphia.

It is important that corrective speech therapy classes contribute to the child's assimilation of AOOP IEO and AOP and relate to the subject of educational items:

Russian language and literary reading (when training on options 8.1 and 8.2 AOOP);

Russian language, reading and oral speech (when training under Option 8.3 AOOP);

Speech and alternative communication (when training according to Option 8.4 AOOP).

The task of the speech therapist is also to provide methodological support to the teacher on organization of speech mode, adaptation of texts and other educational and didactic materials.

5. Activities of a social teacher.

The functions of a social teacher are interaction with the child's family, counseling on organizational issues in his education, control over the observance of the rights of the child in the family and school. Based on the results of socio-pedagogical diagnostics, the social teacher determines the needs of the child and his family in the field of social support, as well as the directions of assistance in adapting the child to school.

The functional responsibilities of this specialist can enter:

establishing interaction with institutions of social protection, guardianship authorities, public organizations protecting the rights of persons with disabilities, etc .;

escort child during school and extracurricular activities, in the studios of additional education;

development of social and domestic skills, the formation of life competencies, including outside the school (in a store, public transport, etc.);

assistance in working with parents, organization of activities"Parents' Club" etc. ;

search for necessary information, popularization of knowledge about inclusive education, etc.... etc.

6. Activity of a tutor.

Need accompaniment by a tutor, especially during the adaptation period, is determined by the specific characteristics of a particular child. In the function of a tutor enters:

help in organization child behavior on lesson:

Directing the student's attention to the teacher, to the blackboard, to the workbook;

Providing the child with prompts when performing frontal instructions and educational assignments;

Assistance in completing the sequence of required actions;

participation in work to correct undesirable behavior;

assistance in interacting with peers;

organization behavior during regime moments.

As a rule, the need accompanying a child by a tutor, as well as the period of this escorts are specified in the PMPK recommendations. After the end of the diagnostic period, the decision on the need escorts a child can be accepted by a tutor at a school council.

The main indications for the appointment of tutor support are:

difficulties in regulating one's own behavior within the framework of classroom learning, preventing organization of the educational process;

pronounced manifestations of maladaptive behavior (aggressive and auto-aggressive manifestations);

difficulties organization own productive activity both during lessons and during breaks;

difficulties organization activities in everyday life and self-service (changing clothes, toilet, behavior in the dining room, etc.).

difficulty understanding speech (instructions) teachers.

Some children, especially in the early stages of education, need a tutor throughout the entire period of being at school for escorts all educational and regime moments. As the child adapts, the tutor's help is reduced and may be needed fragmentarily, for example, in a specific academic subject, or in the implementation of a certain type of activity ( test, or when new social situations arise (holidays, excursions).

7. Activities of the Inclusion Coordinator.

Inclusion Coordinator (Methodist) Is a specialist who plays an important role in organizing the process of including children with disabilities in educational environment of the school, in the creation of special conditions for adaptation, training and socialization of students, regulating the activities of the entire teaching staff in this direction. Inclusion Coordinator - Primary "carrier" information and teacher's assistant organizing educational process in an inclusive classroom.

It is important to remember that the coordinator, like the specialists psychological and pedagogical support, is guided in its activities by the teacher's request, his initiative and information about the condition, success and problems of the special child and the whole class.

III. Conclusion

Activities of all experts of the council educational organization focused on maximum social and educational the adaptation of a child with autistic disorder should be as consistent as possible. And the areas of activity of specialists themselves must be presented in the individual curriculum and the AOOP of the child and must be agreed with his parents.

Obviously, for each specific child with one or another variant of autistic disorders, the direction of correctional work (according to the AOOP option) and other special educational the conditions are recommended by the PMPK specialists and are formulated in the PMPK conclusion. But all the tasks described above for the activities of specialists are aimed at socio-emotional and educational adaptation of children with ASD, they are inherently universal and are necessary for every child for a long time.

Bibliography.

1. Baenskaya ER Help in the upbringing of a child with peculiarities of emotional development // Almanac of the Institute of Correctional Pedagogy of the Russian Academy of Education. 2000. Issue. 2.

2. Dmitrieva T. P. Organization activities of the focal point for inclusion in educational institution... M .: Center "School book", 2010. Series "Inclusive education» ... Issue 3.

3. Lebedinskaya K.S., Nikolskaya O.S., Baenskaya E.R. Common efforts are needed // Children with disabilities communication: early childhood autism. M .: Education, 1989.

4. Nikolskaya OS, Baenskaya ER, Libling MM Children and adolescents with autism. Psychological support... Series "Special child"... M .: Terevinf, 2005.220 p.

5. Nikolskaya O., Fomina T., Tsypotan S. A child with autism in a regular school. Moscow: Chistye Prudy, 2006.

6. Nikolskaya O.S. Difficulties of school adaptation children with autism // Special child: research and assistance experience. M .: Center for Curative Pedagogy; Terevinf, 1998. Issue. 1.

7. Semago N. Ya. Technology of determination educational route for a child with disabilities. M .: Center "School book", 2010. Series "Inclusive education» ... Issue 2.