Special Education Task Setting For Classes With Autistic Children

Special Education Task Setting For Classes With Autistic Children

The Education of children with autistic perception is a primary education task regardless of the particular type of school attended.

An ongoing formal and informal evaluation of the learning achievement through pertinent methods and systematic observation are vital to ensuring an optimal adaption of the person matter.

The primary educational need for action arises from the altered utilization and living conditions of grouping with autism and becomes especially evident in the following areas:

- The learning of socially pertinent behavior and relationships.
- The utilization and differentiation of verbal and nonverbal forms of communication through utilization of the positive effects of facilitated communication.
- The support of curiosity-oriented behavior and utilization of pertinent forms of action toward the social environment.
- Deliberate action-planning,-management and -implementation.

So far, in attitude to practical doctrine work, no mend didactic-methodological approach is famous being considered to be effective for the whole spectrum of students with autism symptom disorders. Rather, the motorical skills, psycho-motorical capabilities, cognitive abilities, and socio-emotional utilization of apiece student with autism staleness be supported and encouraged with a high degree of individualization and person-oriented learning neutral differentiation.

Methodological-didactic openness, a continuous interdisciplinary diagnostic process as well as the consideration of the principles of capability, skill and knowledge orientation are key factors when it comes to the thinking and implementation of classes.

It is of great relevance not to adapt the students, who often learn with very individual techniques and modes of communication, to a teacher-directed, passive learning model, but to allow them to active participate, pertinent to their attained level of development, in the substantive, structural, and qualitative essay of the class.

Educational prerequisite for these didactic directives is an in-depth professional qualification of those educators who are involved in the long-term education, support and supervision of autistic children.

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