Peculiarities of teaching pupils with autistic disorders at a comprehensive school

Abstract

The article focuses on the identification and analysis of the features of children’s education and upbringing with autistic disorders in general educational institutions at the present stage. On the basis of the versatile analysis, the features of the definition of the term «autism» in accordance with the medical psychological and theoretical pedagogical approaches have been singled out. The detailing criteria for identifying autistic disorders contributes to the emergence of a significant number of interpretations of these concepts and a deeper classification of the latter, which in turn helps to understand better the behavioral, emotional and communicative features of the development of children with autistic disorders, effective work of psycho-psychological and pedagogical staff at school. It has been established that the main task of the inclusive education in the field of helping children with autism is to create new conditions for their socialization, which create the opportunities for a self-realization of such child in this society. It has been stated that pedagogical, social work and psychological support of children with autistic disorders should be aimed at enhancing their personal, cognitive and social status in order to integrate them further into society.

The article also provides a number of recommendations for teacher’s work with children with autistic disorders. The attention is paid to the adaptation and modification of educational programmes and teaching material in accordance with the psycho-neurological features of the development of a child with autism in order to meet his / her individual needs in a better way, the professional interaction of all specialists providing support for a child with autistic disorders at a secondary school, the development of a comprehensive programme that involves the formation and development of an emotionally recognizable and communicative sphere of a child with autistic disorders, and his / her further socialization.

The main challenges, facing contemporary Ukrainian general education institutions in dealing with children with special educational needs have been identified.