До питання інтеграції школярів із розладами аутистичного спектру в загальноосвітній навчальний простір
Вантажиться...
Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
У статті розглянуто проблему особливостей навчання, виховання та розвитку дітей із особливими освітніми потребами в умовах сучасного освітнього простору – закладу освіти з інклюзивною формою навчання. Серед сучасних дітей як дошкільного, так і молодшого шкільного віку особливе місце займають діти з розладами аутистичного спектру. Специфіка проявів порушення накладає негативний відбиток на їх поведінку, зумовлює певні труднощі під час засвоєння навчального матеріалу, впливає на рівень сформованості необхідних знань, умінь, навичок, ускладнює здійснення навчально-виховного впливу. Мета статті – дослідити й узагальнити відомості щодо обґрунтування та визначення поняття «розлади аутистичного спектру»; проаналізувати й систематизувати етіологію, специфіку проявів порушення в молодших школярів в умовах сучасного освітнього простору; визначити та обґрунтувати алгоритм поступового ведення дитини з РАС в освітнє середовище в межах психолого-педагогічного супроводу обраної категорії школярів в умовах класів з інклюзивною формою навчання. У ході проведеного дослідження було з’ясовано, що розлади аутистичного спектру (РАС) не є самостійним порушенням, переважно є наслідками неврологічних порушень ЦНС дитини і як самостійне порушення (без неврологічного чинника) не існує. Складність і специфіка РАС виявляються в широкому діапазоні станів, які характеризуються специфічними порушеннями соціальної поведінки, комунікації, вербальних здібностей, обмеженістю інтересів та діяльності, є особливими та індивідуальними. Дуже часто РАС супроводжуються іншими порушеннями, переважно – поведінковими. Тому кожна дитина з РАС є неповторною та унікальною.
The article considers the issue of peculiarities of teaching, upbringing and development of children with special educational needs in the conditions of the modern educational space – education institutions with inclusive form of learning. Among the modern children of both preschool and primary school age, a special place is occupied by children with autism spectrum disorders. The specificity of the violation manifestations has a negative impact on their behavior, causes certain difficulties during assimilation of the learning material, affects the level of formation of the necessary knowledge, skills, abilities, complicates educational influence. The aim of the article is to investigate and summarize information on justification and definition of the concept of an “autism spectrum disorder”; to analyze and systematize the etiology, the specifics of disorders manifestations in primary school children in the modern educational space; to determine and substantiate the algorithm of correctionaldevelopmental work within the psychological and pedagogical support for the selected category of schoolchildren in the conditions of classes with inclusive form of learning. The study has found that autism spectrum disorders (ASD) are not an independent disorder, they are mainly the result of the neurological disorders of the child’s CNS and as an independent disorder (without a neurological factor) does not exist. The complexity and specificity of ASD are manifested in a wide range of conditions, which are characterized by specific disorders of social behavior, communication, verbal abilities, limited interests and activities, are special and individual. Very often ASD are accompanied by other disorders, mostly behavioral. Therefore, each child with ASD is unique. The etiology and pathogenesis of ASD are not exactly known, multifactorial causes of the disorder are assumed: biological (genetic, dysneuroontogenetic, neurochemical, immunological), psychosocial. The concept of an “autism spectrum disorder” covers a triad of manifestations, including disorders of communication, social interaction, social understanding and imagination. Of these clusters of deficits inherent in ASD, the violation of social communication is the leading one. Difficulties in social communication of this category of children require a clearly structured educational environment. Effective work with this child includes consistent actions of the teacher, clear rules of conduct, predictability in the organization of the environment and style of interaction, building a positive, trusting relationship with the child. The results of cooperation with children with ASD include various methods and techniques that help to form an objective picture of the child’s capabilities and prospects for the application of various strategies within the curriculum in order to fully include the child in the children’s collective. Individual assessment of this category of children should be conducted regularly in order to adjust the correctional and developmental strategies based on the real picture of their development and success. Regular assessment of the child is the basis of the process of systematic study and a necessary element of a differentiated approach to the child with ASD, his inclusion in the inclusive educational process based on individual characteristics.
The article considers the issue of peculiarities of teaching, upbringing and development of children with special educational needs in the conditions of the modern educational space – education institutions with inclusive form of learning. Among the modern children of both preschool and primary school age, a special place is occupied by children with autism spectrum disorders. The specificity of the violation manifestations has a negative impact on their behavior, causes certain difficulties during assimilation of the learning material, affects the level of formation of the necessary knowledge, skills, abilities, complicates educational influence. The aim of the article is to investigate and summarize information on justification and definition of the concept of an “autism spectrum disorder”; to analyze and systematize the etiology, the specifics of disorders manifestations in primary school children in the modern educational space; to determine and substantiate the algorithm of correctionaldevelopmental work within the psychological and pedagogical support for the selected category of schoolchildren in the conditions of classes with inclusive form of learning. The study has found that autism spectrum disorders (ASD) are not an independent disorder, they are mainly the result of the neurological disorders of the child’s CNS and as an independent disorder (without a neurological factor) does not exist. The complexity and specificity of ASD are manifested in a wide range of conditions, which are characterized by specific disorders of social behavior, communication, verbal abilities, limited interests and activities, are special and individual. Very often ASD are accompanied by other disorders, mostly behavioral. Therefore, each child with ASD is unique. The etiology and pathogenesis of ASD are not exactly known, multifactorial causes of the disorder are assumed: biological (genetic, dysneuroontogenetic, neurochemical, immunological), psychosocial. The concept of an “autism spectrum disorder” covers a triad of manifestations, including disorders of communication, social interaction, social understanding and imagination. Of these clusters of deficits inherent in ASD, the violation of social communication is the leading one. Difficulties in social communication of this category of children require a clearly structured educational environment. Effective work with this child includes consistent actions of the teacher, clear rules of conduct, predictability in the organization of the environment and style of interaction, building a positive, trusting relationship with the child. The results of cooperation with children with ASD include various methods and techniques that help to form an objective picture of the child’s capabilities and prospects for the application of various strategies within the curriculum in order to fully include the child in the children’s collective. Individual assessment of this category of children should be conducted regularly in order to adjust the correctional and developmental strategies based on the real picture of their development and success. Regular assessment of the child is the basis of the process of systematic study and a necessary element of a differentiated approach to the child with ASD, his inclusion in the inclusive educational process based on individual characteristics.
Опис
Ключові слова
молодший шкільний вік, інклюзивна освіта, діти з особливими освітніми потребами, розлади аутистичного спектру, розлади поведінки, труднощі навчання, труднощі виховання, труднощі розвитку, primary school age, inclusive education, children with special educational needs, autism spectrum disorders, difficulties in learning, upbringing, development
Бібліографічний опис
Боряк, О. До питання інтеграції школярів із розладами аутистичного спектру в загальноосвітній навчальний простір [Текст] / О. Боряк, Т. Дегтяренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 2 (106). – С. 505–516. – DOI: 10.24139/2312-5993/2021.02/505-516.