scholarly journals Features of socialization and school adaptation of children with autism spectrum disorders

2021 ◽  
Vol 258 ◽  
pp. 07050
Author(s):  
Yana Davydova ◽  
Viktor Gorelik ◽  
Valery Vlasov ◽  
Irina Lazunina ◽  
Natalia Nazarenko ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Russian Federation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Emotional Reactions ◽  
Educational Process ◽  
Social Adaptation ◽  
Psychological State ◽  
The Russian Federation ◽  
Spectrum Disorders

The paper analyzes the theoretical foundations of social adaptation of children with autism spectrum disorders. Attention is focused on the widespread prevalence of autism not only in the Russian Federation, but also abroad, which makes the problem of social adaptation of children with autism spectrum disorders relevant today. The paper presents the data of a sociological survey on the problems of social adaptation and the organization of the educational process for children with autism. The paper reveals statistical indicators on the problems of autism in world practice and in the Russian Federation, focuses on disorders of the mental and psychological state, shows a deficit of emotional reactions, disturbances in the communicative sphere, and the lack of independence of children with autism. It is also noted that these children are immersed only in their own problems, not noticing the world around them.

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.

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

scholarly journals Effective Academic Performance Assessment in Children with Autism Spectrum Disorders

2020 ◽  
Vol 25 (1) ◽  
pp. 16-25
Author(s):  
D.S. Pereverzeva ◽  
E.I. Braginets ◽  
S.A. Tyushkevich ◽  
N.L. Gorbachevskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Process ◽  
Students With Special Needs ◽  
Children With Asd ◽  
Spectrum Disorders

The article is dedicated to the problem of academic skills assessment in children with autism spectrum disorders (ASD) participating in the Adapted Educational Programmes 8.1 and 8.2. Implementation of inclusive education raises a question of academic assessment and test accommodation design for students with special needs. We provide a description of an approach called the ‘Universal Design of Assessment’ and analyse the main features of cognitive and social development in children with ASD which have to be accounted for in the educational process. We then discuss the International Performance Indicators in Primary Schools (iPIPS) and its modification for children with ASD developed according to their special needs. A brief outline of research results shows that the modification of the iPIPS technique does not affect the measured construct. Finally, we provide some recommendations on how to apply the technique depending on the students’ individual features.

scholarly journals FACTORS DETERMINING SUCCESSFUL EDUCATION OF CHILDREN WITH AUTISM SPECTRUM DISORDER /VAIKŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMĄ, UGDYMOSI SĖKMĘ LEMIANTYS VEIKSNIAI

2020 ◽  
Vol 2 (40) ◽  
pp. 73
Author(s):  
Toma Jokubaitienė ◽  
Algirdas Ališauskas
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Process ◽  
Spectrum Disorder ◽  
Educational Success ◽  
Spectrum Disorders ◽  
Successful Education ◽  
Different Characteristics

<p>Straipsnyje apibūdinamas vaikų, turinčių autizmo spektro sutrikimą, charakteristikų ir ugdymosi situacijų individualumas ir unikalumas. Ugdymo proceso dalyviai (tėvai, pedagogai, logopedai, psichologai, asistentai, bendraklasiai) nurodo ir panašius, ir skirtingus to paties vaiko bruožus bei poreikius. Vaikų, turinčių autizmo spektro sutrikimą, charakteristikų unikalumas ir požymių raiškos individualumas suponuoja ugdymo individualizavimo svarbą.<strong> </strong>Išskiriami ir<strong> </strong>analizuojami sėkmingą vaikų, turinčių autizmo spektro sutrikimą, ugdymą lemiantys veiksniai: ugdytojų vertybinės nuostatos ir draugiška mokyklos bendruomenė, vaiko individualumo pažinimas ir vaiko galiomis grįstas individualizuotas ugdymas, ugdymo dalyvių bendradarbiavimas,<em> </em>bendraklasių įtraukimas ir jų aktyvus dalyvavimas ugdymo procese.</p><p>In the paper, the favourable factors of the successful education of children with autism spectrum disorders have been analysed. The study confirms the uniqueness of the characteristics of children with autism spectrum disorders and their educational situations. Participants in the educational process - parents, teachers, speech therapists, psychologists, assistants, and classmates indicate both similar and different characteristics and needs of the same child. The uniqueness of the characteristics and individuality of the expression of peculiarities in children with autism spectrum disorders presupposes the importance of individualization of education. The study showed that educational success is determined by the favorable values and attitudes of the educators and friendly school community, as well as good knowledge of the child individuality, individualized education to address child’s needs and interests and to ensure his/her active participation. The collaboration of all educational participants, including the teacher, the child, the parents as well as the classmates has been found as one of successful educational factors</p>

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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