Parental perspectives on the importance and likelihood of adult outcomes for children with Autism Spectrum Disorders, Intellectual Disabilities or Multiple Disabilities

2013 ◽  
Vol 7 (2) ◽  
pp. 382-390 ◽  
Author(s):  
Kenneth K. Poon ◽  
Lynette Koh ◽  
Iliana Magiati
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disabilities ◽  
Children With Autism ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Adult Outcomes ◽  
Parental Perspectives ◽  
Spectrum Disorders ◽  
Outcomes For Children

scholarly journals Learning to Read in Primary School Children with ASD and Intellectual Disabilities at the «Reading and Speech Development» Class

2018 ◽  
Vol 16 (2) ◽  
pp. 38-41
Author(s):  
K.A. Tilkhonova
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disabilities ◽  
Adaptive Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Primary School Children ◽  
Proximal Development ◽  
Mental Abilities ◽  
Spectrum Disorders

Children with autism and intellectual disabilities are able to master the reading skill in the conditions of systematic prolonged and adaptive learning. A teacher who realizes present task is important to know and take into account not only actual, but also potential mental abilities of the student. It is important for the teacher to apply new techniques of correctional pedagogy in his work, supplementing them with classical evidencedbased and reliable ones with the reliance on the zone of proximal development and on the principles of special pedagogy, in particular: developing education, accessibility, visibility, systemic and individuality. It is important for a teacher to remember that he is not only teaches, but also forming the personality of the child as a whole. The experience of teaching children with autism spectrum disorders and moderate intellectual disabilities to read who are educating in the school of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders is described.

scholarly journals Speech Therapy Work with Elementary-School Children with Autism Spectrum Disorders and Intellectual Disabilities

2020 ◽  
Vol 18 (1) ◽  
pp. 76-84
Author(s):  
S.V. Andreeva
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disabilities ◽  
Speech Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Developmental Opportunities ◽  
Spectrum Disorders ◽  
Personalized Approach ◽  
Impaired Speech

Asynchronous neuropsychic development of children with autism spectrum disorders (ASD) involves not only a personalized approach, which takes into account behavioral characteristics of children during their education and correction, but also the development of new habilitation programs. The structural components of speech therapy work with children with ASD and intellectual disabilities presented. The most important motivational and incentive stage of work with children with behavioral features, which includes the formation of special educational environment, described in detail. As part of a comprehensive speech therapy work, basic differentiated tasks are determined depending on the degree of formation, impaired speech and potential developmental opportunities, from the establishment of sufficient articulatory capabilities to the development of verbal or alternative communication. The main directions of speech therapy work on the formation of speech function in primary schoolchildren studying in programs for children with intellectual disabilities presented. Experience of speech therapy practice in correctional work with children with writing and reading disorders presented.

Sign in / Sign up

Export Citation Format

Share Document