Education of Children and Adolescents with Autism and Asperger’s Syndrome. Selected problems

2019 ◽  
Vol 28 ◽  
pp. 181-191
Author(s):  
Anida Szafrańska

Children and adolescents with autism and Asperger syndrome are a diverse group in terms of their social, emotional, cognitive and communicative functioning. In every child and young person, dis-orders manifest themselves in different ways and with different intensity; therefore, the choice of the best form of education should be considered individually. The present article deals with education of children and adolescents with autism and Asperger syndrome. Moreover, attention has been drawn here to the growing interest of parents in inclusive education. What is more, the principles of creating optimal learning conditions have been discussed.

2008 ◽  
Vol 38 (9) ◽  
pp. 1697-1709 ◽  
Author(s):  
Sanna Kuusikko ◽  
Rachel Pollock-Wurman ◽  
Katja Jussila ◽  
Alice S. Carter ◽  
Marja-Leena Mattila ◽  
...  

Author(s):  
Areti-Eirini Filiou

Children and adolescents with autism frequently have symptoms of various mental disorders along with the features that define autism. Problems with anxiety, depression, emotion regulation, cognitive problems, and associated behavioural problems occur in children with autism of all ages. Overall, high rates of several psychiatric disorders have been reported in individuals with autism. Several authors have suggested cognitive and behaviour therapy (CBT) as a very useful intervention therapy, which can apply in schools, in order to help these children with autism and mental health disorders. It is also important the use of information and communications technology (ICT) and other computer programs to support students with autism in education. Therefore, with a coordinated effort to use this intervention program, schools have an opportunity to address the goals of improving social, emotional, and behavioural competence for these students and minimising the impact of established emotional, behavioural, or educational disorders.


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