PROBLEMATIC BEHAVIOR OF STUDENTS WITH AUTISM IN THE CLASSROOM

Autism is a spectum disorder (ASD) that influences the individual in different ways and in a range of extents. It prevents him from having a clear image on what he sees, hears or feels. It builds serious obstacles at his public relationships, his communication and behaviour. This difficult-defined disorder has been the main issue of many researchers over the last years, as the cases of autism grow rapidly. Yet, the scientific research is not always adequate. This paper represents a case study on autistic students, recorded under the program “Everyone is the same-Everyone is equal” that occurred in a school for students with special needs at Peloponnese region, with which I cooperated as an Adjunct Lecturer in public Institution of Vocational Training of Sparta.

Ejihpe European Journal of Investigation in Health Psychology and Education, 2012

The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children.

2014

Purpose: Identify and describe the difficulties and the value assigned to their work by teachers. Methods: The study included 51 teachers from mainstream and special schools who had children with ASD among their students. A classification type questionnaire was answered by teachers about the role they play in relation to the student, the difficulties and skills that the teacher has in relation to the student, communication strategies used by both behaviors and interests of children observed by the teacher. Results: The teachers responded that their influence was mainly related to communication and interpersonal relationships, difficulties were mainly related to learning, communication and behavior of the child. They felt that the school offers enough support for your work, but there is very little support from other professionals and lack of appropriate teaching technology. Conclusion: Thus, it is concluded that teachers are unprepared to teach these students and need to be better educated and receive more support from other professionals, and thus can provide a better education for children with ASD.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

In the paper, the author discusses educational interactions focused on a child with autism. The first part of the study presents the characteristics of functioning of an autistic child, taking into account specific needs and difficulties. The research material was used to present the specificity of child’s functioning in certain developmental spheres: socio-emotional sphere, cognitive sphere, self-care, communication, sensory integration and motor integration. Bearing in mind a multi-profile diagnosis of the disorder and including various spheres of child’s functioning, the diagnosis was referenced to programming the process of support. The author concludes by presenting a reflection on dilemmas and challenges in education of autistic children.

2019

Autism belongs to the group of global neurological developmental disorders. A disturbance in the emotional and social sphere constitutes its specific symptom, together with lack of 104 understanding of other people's behavior, as well as communicating with them. Most autistic children isolate themselves from the outside world because of too many stimuli, which cause anxiety, fear or self-aggression. The essence is individual therapy, which generalizes and maintains the acquired knowledge and skills, makes the most of the autistic person's potential, as well as shapes and stimulates psychomotor functions, which are usually reduced by this disorder. The aim of the work was to present the therapeutic path of a boy at different stages of his physical, motor, emotional, social and intellectual development. The functioning of the child before the therapy and the progress made after 4 years were compared. Thorough analysis shows that early therapy has a positive influence on the emotional and social development of an autistic child. To improve the functioning of an autistic child, it is necessary to introduce individual therapies, use a special organization of learning, adapt educational needs and forms of stimulation through fun. The reactions of autistic children are usually atypical in terms of behavior, however, they should not be negatively perceived from the perspective of their otherness. Everyone deserves respect and understanding, and thus society should be open to promoting knowledge about autism.

Journal of Educational and Social Research, 2013

Parents and pedagogical staff face real challenges because of the alarming growth of cases of Autism Spectrum Disorders, especially of those with symptoms mainly in the cognitive, social, and emotional area. The inclusion of children with ASD-s in normal classrooms, is a complex problem related to the difficulties children display as much as to the deficiency of their psycho-pedagogical treatment. Statistics of the Regional Educational Directorate of Tirana, highlight the fact that there are thirteen autistic pupils who are attending Grade 1 during the academic year 2012-2013. What about the others? It is not easy to define the number of those children who attend school or those who do not, and of those who are integrated into classrooms with normal children. This study is focused on analyzing the factors which influence the exclusion of children with ASDs in the elementary educational system and its consequences. The applied methodology is: study of the literature about education of children with ASDs, focus groups of parents, analysis of statistical data of the Regional Educational Directorate of Tirana. The aim of this study is to bring in facts and arguments about the elements that influence the exclusion of children with ASDs from the educational system, from the point of view of the parent-who has faced to this challenge, and of the schoolmaster-who determines the psycho-pedagogical concerns of the treatment of this category of children, intending to work so as to achieve their inclusion in normal classrooms.

education policy analysis archives

Inclusion of students with autism has been a challenge for educators who indicate gaps in professional training, especially regarding interventions in the school context. The international literature shows evidence of the effectiveness of a type of intervention not found in the national literature, called peer-mediated intervention (PMI). This study aims to review the PMI in the education of students with autism and its implications for research and pedagogical practice. The theoretical principles of child development behind this intervention are examined to describe the evolution of different procedures and methodologies historically used. Research shows effectiveness of this intervention for improving social skills of special education students and, more recently, for academic learning of children with autism. The broad use from naturalistic to controlled environments, the low cost, and complexity favor its use as a pedagogical practice by kindergarten teachers in inclusive settin...

European Journal of Special Education Research, 2019

The purpose of this study is to present a case report of an autism incident, specifically of a toddler's, and of an educational intervention program that was built in order to promote his inclusion in the group and to compensate for adjustment difficulties. The paper presents a description of an educational experience through presentation of an autism incident and the analysis of the educational intervention and strategies followed. In particular, the educational intervention was implemented in a Centre for the design and implementation of personalized and group education programs, which creates a variety of social stimuli of inclusion philosophy towards the child and the design and implementation of each program is based on working with the family. Overall, various forms of organizing the education of the child with autism were intentionally used, due to the variety of special educational needs which appear in this category of children and flexible access to a wide range of opportunities required. Finally, it should be noted that after the daily review of child performance data and decision-making on the part of the educator, on the teaching strategy that was being promoted each time, this child had obvious progress in the way of approaching and communicating within the team, as well as in issues of self-service, as well as fine and tangible mobility. Apparently, his communication and social skills have been improved to a good extent and his inclusion has proved to be a realistic goal in the context of this systematic pedagogical intervention.

El descubrimiento de su lenguaje principal de amor 10. El amor es una decisión 11. El amores lo que importa 12. Amar lo que no es digno de amor 13. Los niños y los lenguajes de amor 14. Una palabra personal Reconocimiento CAPÍTULO UNO ¿Qué le pasa al amor después de la boda? El amor comienza, o debe comenzar, en el hogar. Para mí eso significa Sam y Grace, papá y mamá, quienes, me han amado por más de cincuenta años. Sin ellos, todavía estaría buscando amor en vez de escribir sobre él. El hogar también significa Karolyn, con quien he estado casado por más de treinta años. Si todas las mujeres amaran como ella lo hace, pocos hombres estarían buscando más allá de la cerca. Shelley y Derek están ahora fuera del nido explorando nuevos mundos, pero me siento seguro del calor de su amor. Me siento bendecido y estoy agradecido. Estoy en deuda con muchos profesionales que han influido en mi concepto del amor. Entre ellos están los siquiatras Ross Campbell, Judson Swihart, y Scott Peck. Por la ayuda editorial estoy en deuda con Debbie Barr y Cathy Peterson. La experiencia técnica de Tricia Kube y Don Schmidt hizo posible que pudiera entregar a tiempo el material para la publicación. Finalmente, y lo más importante, quiero expresar mi gratitud a los cientos de parejas que, en los últimos veinte años, han compartido el lado íntimo de sus vidas conmigo. Este libro es un tributo a su rectitud.

Quedan todos los derechos reservados. Esta publicación no puede ser reproducida, distribuida, comunicada públicamente o utilizada, total o parcialmente, sin previa autorización. © del texto: los autores ÁREA DE INNOVACIÓN Y DESARROLLO, S.L. C/ Els Alzamora, 17 -03802 -ALCOY (ALICANTE) [email protected] Primera edición: agosto 2018 ISBN: 978-84-949151-0-9 DOI: http://dx.