scholarly journals Special educational needs of students with autism spectrum disorders

2016 ◽  
Vol 14 (2) ◽  
pp. 3-12 ◽  
Author(s):  
A.V. Khaustov
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Learning Material ◽  
Special Educational Needs ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Educational Conditions

Education of children with autism spectrum disorders is possible only if their special educational needs are taken into account. Special educational needs of children form the demand for special educational conditions. On the basis of the existing primary list of special educational needs in the approximate adapted basic general education program for students with autism spectrum disorders and with consideration of contemporary sci¬entific data about particularities of their development the structured list of 4 groups of basic educational needs was made. The first group of educational needs is the special organization of the educational process, the sec¬ond — with the adaptation of the content of the educational program, the third — with adaptation of presenta¬tion of learning material, the fourth — with overcoming hardships in development, social skills and adaptation.

scholarly journals Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

scholarly journals WAYS OF INDIVIDUALIZATION OF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: THE EXPERIENCE OF SPECIAL PEDAGOGUES'

2021 ◽  
Vol 3 ◽  
pp. 37-50
Author(s):  
Irena Kaffemaniene ◽  
Zivile Kulese
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Special Needs ◽  
Cognitive Skills ◽  
Autism Spectrum ◽  
Educational Process ◽  
Educational Goals ◽  
Special Educational Needs ◽  
Spectrum Disorders ◽  
Education Of Students

Researchers shows that both in Lithuania and in other countries the education of students with autism spectrum disorders (ASD) still poses significant challenges, especially for teachers in general education schools. Thus, not only students with ASD but also their teachers need the support of special needs teachers in the educational process. However, there is a lack of research in Lithuania on the strategies used by special needs teachers to educate students with special educational needs (SEN). The research aim - to examine special pedagogues’ experience in individualizing the education of students with ASD. A theoretical analysis of the educational strategies and ways of individualized education of students with ASD has been performed. Empirical research was carried out by the method of survey of special pedagogues who have experience in educating these children. Quantitative data analysis was performed using the methods of descriptive statistics. According to the special pedagogues, the factors of individualization of education of students with ASD are the peculiarities of their learning, communication and cognitive skills of those children. The analysis of the educational goals indicated by respondents revealed their orientation towards the individualization of education, support for students participation in the educational process, etc. 

scholarly journals Training, Inclusion, and Behaviour: Effect on Student–Teacher and Student–SEA Relationships for Students with Autism Spectrum Disorders

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Jacqueline A Brown ◽  
Kent McIntosh
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Inclusive Education ◽  
Student Teacher ◽  
Rating Scales ◽  
Autism Spectrum ◽  
Problem Behaviour ◽  
Student Teacher Relationship ◽  
Students With Autism ◽  
Spectrum Disorders

Little is known about factors that affect teacher and special educational assistants’ (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating scales assessing problem behaviour and the quality of student–teacher and student–SEA relationships. Results showed that the level of problem behaviour and percent of time receiving the general education curriculum (i.e., not a modified curriculum) significantly predicted the student–teacher relationship, but not the student–SEA relationship. Training in ASD did not significantly predict the student–teacher or student–SEA relationship.

scholarly journals Organization of Educational Process of Students with Autism Spectrum Disorders in Russian Federation: Results of all-Russian Monitoring 2018

2019 ◽  
Vol 17 (3) ◽  
pp. 3-11 ◽  
Author(s):  
A.V. Khaustov ◽  
M.A. Schumskih
Keyword(s):  
Autism Spectrum Disorders ◽  
Russian Federation ◽  
Professional Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Process ◽  
The Status ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Higher Professional Education

Presented results of the all-Russian monitoring of the status of education conducted in 2018 by the Ministry of Education and Science of the Russian Federation in common with the Federal Resource Center for the Organization of Comprehensive Support of Children with Autism Spectrum Disorders of the Moscow State University of Psychology and Education. The total number of students with disorders in autism spectrum included in the education system, increased by 43% and amounted to 22953 people compared with 2017 data. Nonuniformity of distribution of students with ASD by the educational level; paucity of children covered by the necessary early intervention programs, secondary and higher professional education are marked. Most of the children (63.9%) with ASD receive educational services at primary general, basic general and secondary general levels. The key problem remains - mass education of children with autism in the context of individualized homeschooling is 34.5% of the total number of students with autism. Staffing issues are expressed in filling the educational process with specialists – 1/3 of children do not receive the necessary psychological support. Only 8.4% of children with autistic disorders are provided with tutor support. Regional resource centers were established in 33 regions of Russia for solving the problems in organization of qualitative education for children and adolescents with autism spectrum disorders.

TOWARDS INCLUSIVE EDUCATION FOR YOUNG STUDENTS WITH AUTISM SPECTRUM DISORDERS IN MAINSTREAM SCHOOLS

2021 ◽  
Author(s):  
Гульнара Ринатовна Линкер ◽  
Владимир Александрович Ендовицкий
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Educational Setting ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Young Students

В статье представлено изучение опыта организации обучения младших школьников с расстройством аутистического спектра в общеобразовательной школе в условиях инклюзивного образования. The article presents reviewing the experience of organizing the education of young students with autism spectrum disorders in general education schools in an inclusive educational setting.

scholarly journals The experience of inclusion of students with autism spectrum disorders in the mainstream

2016 ◽  
Vol 14 (1) ◽  
pp. 19-26
Author(s):  
N.V. Borisova ◽  
M.E. Bushmelev
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Maximum Level ◽  
Autism Spectrum ◽  
Educational Environment ◽  
Inclusive Approach ◽  
Moscow City ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Experience Of Inclusion

State general education facility of the Moscow city School Kovcheg № 1321, Moscow, Russia, was founded 25 years ago by professionals of the Center for Curative Pedagogics and parents for education and social ad­aptation of children, including children with disabilities. The school functions based on the principles of in­tegrated education and inclusive approach in education, the educational environment in it was established, and it is adapted for the educational needs of each student on the maximum level. The article describes the experience and organizational forms of inclusion of children with autism spectrum disorders in the educational environment of the Kovcheg school, the main principles and approaches that are used in school education, the directions of the educators' work for creation of the inclusive environment.

scholarly journals Dynamic Changes in the Development of the Educational System of Children with Autism Spectrum Disorders in Russia: Results of the 2020 All-Russian Monitoring

2021 ◽  
Vol 19 (1) ◽  
pp. 4-11
Author(s):  
A.V. Khaustov ◽  
M.A. Schumskih
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Russian Federation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Ministry Of Education ◽  
Children With Asd ◽  
Students With Autism ◽  
The Russian Federation ◽  
Spectrum Disorders

The results of the 2020 All-Russian Monitoring of the state of education of students with autism spectrum disorders (ASD) are presented. Monitoring held by the Ministry of Education of the Russian Federation in collaboration with the Federal Resource Center for the Organization of Comprehensive Support to Children with Autism Spectrum Disorders of the Moscow State University of Psychology & Education. The total number of students with ASD in 2020 compared to 2019 increased by 43% and amounted to 32,990 individuals. Most children with ASD (69%) are enrolled in primary, basic and secondary general education. The percent of children with ASD attending general education (inclusive) classes using the “Resource Class” model is 7%. Homeschooling students with ASD make up 37% of the total number of students with autism. The problem of human resources, needed to maintain the educa- tion and support for children with ASD remains: 66% of children receive speech therapist services, 55% — a special teacher, 80% of students with ASD receive support from educational psychologists, only 19% of children with autistic disorders are provided with tutor support. In 43 constituent entities of the Russian Federation, 52 regional resource centers have been created

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