ORGANIZATION OF EDUCATION FOR CHILDREN WITH ASD IN AN INCLUSIVE CLASSROOM

Abstract

The article provides a theoretical analysis of autism spectrum disorders (ASD) and the organization of education of children with ASD in an inclusive class.

The leading sign of autism spectrum disorders (ASD) is the insufficient development of communication skills, social interaction, or in other words, social communication. Accordingly, all techniques aimed at working with children, in particular in inclusive education – both in school and preschool – should be aimed at developing communication skills, interaction between a child with ASD and other children. Inclusive education, on the one hand, helps children with special educational needs (SEN) to integrate into the social environment, contributes to the formation of the necessary social skills, and on the other hand, makes the environment more sensitive and tolerant to such children. However, in order for inclusion to become a positive experience, certain conditions must be provided, which are determined by the peculiarities of its nosology. Otherwise, inclusion will be formal, when a child with SEN is only physically present at school, but not socially integrated.

The issue of inclusion of children with autism is complicated by their difficulties in establishing contact with adults and peers, the difficulty of adapting to new conditions and assimilating socially acceptable forms of behavior, atypical reactions that disorganize the behavior of other children. At the same time, education in a secondary school is probably more necessary for children with autism than for other categories of children with psychophysical development disorders, since it can have a significant impact on their development, in particular, on increasing the level of speech and communication skills, socialization skills and intellectual level.