Methodology and Teaching for the Integration of Autistic Child

European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: [email protected]; Web site: http://ejes.eu/

Y

14

Autism; Pervasive Developmental Disorders; Teaching Methods; Inclusion; Intervention; Special Education; Symptoms (Individual Disorders); Behavior Modification; Student Behavior; Regular and Special Education Relationship; Classroom Environment; Interpersonal Communication; Interpersonal Relationship; Augmentative and Alternative Communication

1857-6036

Leo Kanner in 1943 for the first time described the autistic disorder calling it a clinical syndrome characterized by an inability relational, resistance to change, atypic language (deficit of acquisition, echolalia, mutism, occasional pronoun reversal), repetitive play and stereotype excellent, mechanical memory, excessive emotional reactions and clumsiness. The definition of autism is developed and evolved over the years from this first description, but they are often considered some cases with Autistic Disorders in early childhood difficulties of communication and interaction that are secondary to other diseases. This has a number of implications in terms of prognosis and treatment that are likely to overshadow the main objective which aims primarily to integration into society. Despite the objective difficulties cognitive, relational and behavioral integration should be pursued in the school of all: living in relationship with non-disabled peers, an opportunity not only to search for functional learning, but also to promote organizational adaptation of the educational institution, a real investment of resources, involvement of all internal and external figures who interact with the child and the adoption of refined methods of facilitating the integration. The objectives relate to the methodological-didactic "make a special teaching" to respond to the particular needs of the autistic child.

As Provided

2019

EJ1236788