scholarly journals Organization of the Process of Teaching Figure Skating Classes for Children with Autism Spectrum Disorders

2019 ◽  
Vol 17 (4) ◽  
pp. 29-34
Author(s):  
V. Sopov ◽  
A. Shakirova
Keyword(s):  
Autism Spectrum Disorders ◽  
Experimental Testing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Self Control ◽  
Figure Skating ◽  
Initial Stage ◽  
Spectrum Disorders ◽  
Social Communicative ◽  
Physical Skills

Figure skating is a sport that develops such mental and physical qualities as attention, self-control, speed, strength. Deficit of such qualities observed in children with autism spectrum disorders. A technique for teaching figure skating has been developed as a means of habilitating of children with autism spectrum disorders and mental disorders. Pilot testing of the technique was carried out in the inclusive section of adaptive figure skating “Crystal Puzzles”, Moscow. Fifteen children took part in the experimental testing: boys from 6 to 8 years old with autism spectrum disorders who regularly attend figure skating classes for at least 1 year. Classes were held in small groups from 2 to 5 people. For the competent organization of the training process, following recommendations were developed: tutorial support at the initial stage; educational material that takes into account the characteristics of each child; frontal and sagittal presentation; visual as well as partial and complete physical cues; dosing and reducing aid depending on the degree of development of skills. A survey of 15 parents confirmed the positive dynamics of children in the development of social, communicative and physical skills.

To Develop the Sense of Activity Through Play in Children With Autism Spectrum Disorders

2020 ◽  
pp. 174-195
Author(s):  
Víctor del Toro Alonso ◽  
Mónica Jiménez-Astudillo ◽  
Pilar Gutiez-Cuevas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Depth Interview ◽  
The Social ◽  
Ideal Tool ◽  
Spectrum Disorders ◽  
Social Communicative

Play is an ideal tool for enhancing the development of children with autism spectrum disorders (ASD). It is important to know their possibilities and to develop play activities that permit the special educational needs of these children to be addressed in an adequate way. Therefore, a case study is presented with two children and a two-year follow-up period during which the authors observe which aspects the development has evolved and if it is possible to increase the sense of the activity in these children using play as an educational response. The results are accompanied by an in-depth interview with the teachers of the students over the two-year period. An improvement in areas of development is evidenced in the social, communicative, symbolic, and anticipation and flexibilization dimensions during the two years immersed in a play methodology, supported by the structuring of routines and task spaces. Also, an evolution of the sense of the activity and the development of functional play is observed.

scholarly journals Features of the Development of the Educational Route for Children with Autism Spectrum Disorders

2020 ◽  
Vol 18 (1) ◽  
pp. 62-75
Author(s):  
L.V. Shargorodskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Relations ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Self Control ◽  
Self Awareness ◽  
Education Environment ◽  
Adults And Children ◽  
Spectrum Disorders ◽  
The Individual

The difficulties in developing an educational route for students with autism spectrum disorders (ASD) de- termined by both the heterogeneity of this group of students and the wide variation in the severity of autistic disorders in specific children. In addition, the lack of systematization of the experience of involving school- children with autism in the Russian educational system is other point. The individual educational route for a child with ASD, presented in the article, involves a phased metered expansion of social contacts of a student with ASD with adults and children in the process of training. Child’s abilities, corresponding to the level of his self-control and self-awareness, as well as the actual experience of the child’s involvement in social relations primarily taken into account in the development of individual education environment at each of educational stages. This gives an opportunity to develop an educational environment aimed at preventing of pathological forms of autistic protection and which has a developing potential. The following stages of teaching at a school of a student with an ASD described: individual stage, stage of including in the group, education in a special class of low occupancy, integrative stage.

scholarly journals Organization of the Sensory Environment in Work with Children with Autism Spectrum Disorders

2021 ◽  
Vol 1 (6 (344)) ◽  
pp. 240-249
Author(s):  
Anastasiia Mukhina ◽  
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Body ◽  
Self Control ◽  
Autistic Spectrum Disorders ◽  
Autistic Spectrum ◽  
Spectrum Disorders ◽  
Fundamental Value

The article is dedicated to the peculiarities of application of the method of sensory integration in working with children with autism spectrum disorder. The authors present historical data on the research of the problem of sensory integration, the main psychological characteristics of children with autistic spectrum disorders. It is specified the definition of «sensory integration», criteria of adequate sensory integration in neurotypical people, the fundamental value for the development of which has the operation of four systems that select and analyze information related to the body. The authors of the article outline the peculiarities of the sensory sphere of children with autistic spectrum disorders, the peculiarities of visual, auditory and tactile perception of such children. It is noted that the peculiarities of the sensory sphere of children with autistic spectrum disorders cause learning problems and lead to various types of disadapted behavior. The essence of the method of sensory integration, its contents and tasks are specified. It is determined the basic rules of organization of training sessions applying the method of «sensory integration» and the categories of children with autism spectrum disorders to whom this method should be used first. Moreover, the authors present the main exercises for stimulation of sensory integration. Sensory integration helps develop such skills and psychological entities as concentration ability, emotional organization, abstract thinking, self-acceptance and self-control.

scholarly journals Digital Solutions in the Inclusive Education of Children with Autism Spectrum Disorders

2021 ◽  
Vol 19 (3) ◽  
pp. 23-30
Author(s):  
E.N. Soldatenkova ◽  
I.V. Blinova
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Mobile Applications ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Initial Stage ◽  
Oral Speech ◽  
Comprehension Development ◽  
Spectrum Disorders

The article describes assistive technologies — mobile applications «I Read Without Mom» and «My Album», developed to educate children with autism spectrum disorders. Presented applications are designed on the basis of the traditions of national scientific knowledge and aimed to help in solving the problem of including children with autism spectrum disorders in the educational environment. Discussed applications can help to organize work with children, can become a functional prosthesis in the absence of speech at the initial stage of working with the child (one of the applications can be used as a communicator). Applications goals include: pointing out and development of the child’s «I-action», development of a «concept area comprehension», development of oral speech, in non-speaking preschool children this is implemented by restructuring the way the impaired function is realized. Mobile applications which are focused on a generalized method of pedagogical action developed as a template that allows to use it variably, personifying the educational trajectory not only in working with ASD children. The applications are supplemented with methodological recommendations for professionals and parents.

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