scholarly journals Certain Inclusion Problems in Autism Spectrum Disorders

2020 ◽  
Vol 18 (1) ◽  
pp. 51-61
Author(s):  
S.A. Morozov ◽  
S.S. Morozova ◽  
T.I. Morozova
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Ceteris Paribus ◽  
Inclusion Process ◽  
Great Achievement ◽  
Patterns Of Behavior ◽  
Spectrum Disorders ◽  
The Stability ◽  
Autistic Disorders

The term “Inclusion” is not identical to the concepts of “Inclusive education”, which is much wider. The educational system of children with autism spectrum disorders (ASD) in Russia is only developing and the focus on inclusion is a great achievement. Inclusive education in autistic disorders is a special case. The most difficulties in organizing of inclusion of children with ASD caused by main symptoms — communication and social interaction disorders, repeated stereotypical patterns of behavior, interests and activities. After all, these symptoms create a special development situation that makes necessary to solve the following problems: improving the organization of the inclusive process, feasibility and possibility of inclusion process. Typical difficulties faced by domestic and foreign experts reviewed, for example: increased social anxiety in children, lack of trained personnel, and lack of diagnostic in children. Emphasized that the success of inclusion process depends on several things: the readiness for inclusion of the child with autism, the readiness of the environment where inclusion carried out, the level of its tolerance and, finally, the competence of psychological and pedagogical staff. The age of the child and the environment plays a large role: ceteris paribus, the early onset of inclusion contributes to the stability of inclusive readiness of the environment.

scholarly journals Some of the early help features for children with autism spectrum disorders

2017 ◽  
Vol 15 (2) ◽  
pp. 19-31
Author(s):  
S.A. Morozov ◽  
S.S. Morozova ◽  
T.I. Morozova
Keyword(s):  
At Risk ◽  
Autism Spectrum Disorders ◽  
High Risk ◽  
Risk Group ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children At Risk ◽  
Early Care ◽  
Spectrum Disorders ◽  
Autistic Disorders

Early help for children with autism spectrum disorders is the most effective way of intervention for disorders. In the process of identifying children at risk of autistic disorders, correctional work should begin before the official diagnosis has been made. It should start in the process of diagnosis, which leads to the risk of noting false-positive cases. The empirical and theoretical grounds for the necessity for early care in autism spectrum disorders are examined. Features of early care for children at high risk of developing disorders are also de¬scribed. The stages of early diagnosis of autism spectrum disorders are identified and compared with the stages of early care for such children. The strategy of early care methodological support for children at risk is defined. Propositions for practical realizations of the Concept of developing early support in Russian Federation in the period until 2020 for the risk group concerning autism spectrum disorders.

scholarly journals Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms

2012 ◽  
Vol 36 (2) ◽  
pp. 97-111 ◽  
Author(s):  
Rebecca Soto-Chodiman ◽  
Julie Ann Pooley ◽  
Lynne Cohen ◽  
Myra Frances Taylor
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Primary Education ◽  
Autism Spectrum ◽  
Teachers Experiences ◽  
Semistructured Interviews ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Mainstream Classroom ◽  
Western Australian

The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K–7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.

Experience in the use of transcranial micro polarization in children with autism spectrum disorders

2021 ◽  
Vol 2 (1) ◽  
pp. 22-28
Author(s):  
Ludmila M. Kuzenkova ◽  
Anna V. Lashkova ◽  
Olga M. Konova ◽  
Tatyana G. Petelguzova
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disorders ◽  
Children With Autism ◽  
Social Situation ◽  
Treatment Method ◽  
Autism Spectrum ◽  
Clinical Diagnoses ◽  
Spectrum Disorders ◽  
Autistic Disorders ◽  
Positive Effect

Introduction. Autism is a disorder characterized by social interaction disorders, social-emotional reciprocity, responses to other people’s emotions, social use of speech skills, lack of modulations of behavior under the social situation, and limited interest stereotypes. The comprehensive approach using medical and psychological correction with physical methods of influence provides the best result in treating and rehabilitating children with autism. The original study examined the effects of transcranial micro polarization (TCMP) on the dynamics of autistic disorders. TCMP is a modern treatment method consisting of a directed polarizing impact of a low-power DC on specific brain areas. Materials and methods. There were observed 25 children aged from 2 years five months to 6 years with varying degrees of severity of autism spectrum disorders (ASD). For the study, three groups were identified according to the corresponding clinical diagnoses: Childhood autism, Atypical autism, and Other general developmental disorders. The vast majority of children from the first two groups had an intellectual disability of varying severity. The TCMP method was used to assess the technique’s effectiveness, the CARS diagnostic scale and the ATEK test. Results. At the end of the course, with the use of TCMP in all the analyzed groups, there was a shift towards a milder degree of autistic disorders. The most significant positive effect was recorded in children with mild forms of autism in the group of other general developmental disorders due to the initially higher level of development in this group. Conclusion. The results obtained demonstrate the effectiveness of TCMP in ASD children. According to the results of the study, the positive effect of this method was revealed in the form of reducing the severity of autistic disorders.

scholarly journals On the issue of intellectual disability in autism spectrum disorders

2016 ◽  
Vol 14 (1) ◽  
pp. 9-18
Author(s):  
S.A. Morozov ◽  
T.I. Morozova ◽  
B.V. Belyavskiy
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Spectrum Disorders ◽  
Autistic Disorders ◽  
Qualitative Characteristics ◽  
Practical Recommendations

At the stage of school education in the framework of comprehensive support for children with autism spectrum dis¬order it is important to adequately access their educational needs while taking all aspects of autistic disorders into consideration including intellectual disorders. This article examines some moments of interconnection between autism spectrum disorder and intellectual disability. It demonstrates that such interconnection can be treated as chronological comorbidity; it depicts dynamics and structure of connection between autism spectrum disorders and intellectual dis¬ability, different variants of qualitative characteristics of this connection; specifics of assessment of the level of intellect in autism spectrum disorders. The article provides practical recommendations for intellect assessment in children with autism spectrum disorder that allow avoiding mistakes in decision-making in educational trajectory of the child.

scholarly journals Longitudinal stability of reading profiles in individuals with higher functioning autism

Autism ◽  
2019 ◽  
Vol 23 (8) ◽  
pp. 1911-1926 ◽  
Author(s):  
Emily J Solari ◽  
Ryan P Grimm ◽  
Nancy S McIntyre ◽  
Matthew Zajic ◽  
Peter C Mundy
Keyword(s):  
Autism Spectrum Disorders ◽  
Symptom Severity ◽  
Reading Ability ◽  
Autism Spectrum ◽  
Reading Abilities ◽  
Spectrum Disorders ◽  
Reading Subskills ◽  
The Stability ◽  
Time Point ◽  
Reading Profiles

The reading difficulties of individuals with autism spectrum disorders have been established in the literature, with particular attention drawn toward reading comprehension difficulties. Recent papers have highlighted the heterogeneous nature of reading abilities in this population by utilizing statistical methods that allow for investigations of unique reading profiles. This article extends this literature by investigating reading profiles longitudinally, to investigate the stability of reader profiles across time. Latent profile and transition analyses were conducted to establish categorically distinct reading profiles at two time points, 30 months apart. This study also examined whether age and autism symptom severity were related to the profiles at each time point. Finally, transitions between profiles at each time point were identified. Age did not predict profile membership, but there were significant differences in symptom severity that were largely stable over time. Results indicate that heterogeneous reading profiles exist within the autism population, ranging from average reading ability to severe difficulties across different reading subskills. The data from this study demonstrate that reading profiles of children and adolescents with autism spectrum disorders shift when examined across time.

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 On the efficiency of the educational organization interactions with the parents of children with ASD

2018 ◽  
Vol 16 (4) ◽  
pp. 35-41
Author(s):  
G.V. Mitrofanova
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Organization ◽  
Educational Support ◽  
Children With Asd ◽  
Education Environment ◽  
Inclusive School ◽  
Spectrum Disorders

The article deals with the problem of psychological and pedagogical support of parents of children with autism spectrum disorders in the inclusive education environment. The results of the efficacy study of secondary schools specialists’ interaction with parents are presented. Findings reveal that many parents are satisfied with the form of interaction with the educational organization, but at the same time they need additional consultations and various events that promote the establishment of partnerships with school specialists. Conclusion is made about the necessity for a specially organized psychological and educational support for parents of children with autism spectrum disorders studying in an inclusive school.

scholarly journals On the Issue of Comorbidity in Autism Spectrum Disorders

2018 ◽  
Vol 16 (2) ◽  
pp. 3-8 ◽  
Author(s):  
S.A. Morozov
Keyword(s):  
Autism Spectrum Disorders ◽  
World Health Organization ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
World Health ◽  
Comorbid Disorders ◽  
Spectrum Disorders ◽  
Health Organization ◽  
Autistic Disorders

The phenomenon of comorbidity in autism spectrum disorders is considered as one of the factors underlying the expressed polymorphism of the clinic of autism. According to author’s research, among 628 children with severe multiple developmental disorders, the incidence of autistic disorders was significantly higher (40—50%) than the population’s average (1%, World Health Organization data). The variations of the interrelations of autism and comorbid disorders are highlighted, the possibilities of usage the obtained data for implementation of differentiated approach to support with autism are considered

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.

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