Children suffering from early infantile autism
Our research is devoted to children suffering from early infantile
autism (RDA). Autism is a pervasive deep (i.e., covering all sides of
the psyche) violation of mental development, genetic or exogenous in
nature and hinder the normal development of child’s personality. The
breach affects all sides of the psyche and causes asynchronous
development of mental functions.
The brain of an autistic differently than a healthy person, processes the incoming information. Because of the initially low mental tone, visual, auditory, tactile hypersensitivity, etc. children experience difficulties in processing sensory information. The ability of autistic children to the understanding and interpretation of the surrounding events is limited. Difficulties in understanding social behavior of others and as a consequence communicating with them, arising from early childhood pervert the course of mental development of the child, impede their social adaptation. As a consequence the child appear autistic setup, or dive into the world of personal experiences, loss of contact with the environment. Thus, autism and autism spectrum disorders are a mechanism of escape from a frightening reality, from the difficulties of interacting with it.
Studies show that the incidence of autism is 5 to 20 cases per 10 thousand children, i.e. on the prevalence of autism ranks fourth among the different types of chronic neuro-psychiatric pathologies. However, the urgency of the problem of early children’s autism is due not only to the high frequency of this pathology development, but also a large percentage of the disabled of childhood. Without timely diagnosis and adequate correction of work a significant portion of autistic children becomes not teachable and not adapted to life in society.
Children with autism need continuous psycho-pedagogical support. As shows domestic and foreign experience in conducting early diagnostics and the timely beginning of the correction it is possible to achieve positive results. Most children can be trained to learn and develop their potential talent in various fields of knowledge.
Children with autism differs significantly from other psychopathologies of childhood, and therefore needs the development of special correctional programs. In this context, a clear need to find ways of implementation of psychological and pedagogical support related to the identification of specific personal and educational needs of autistic children and finding ways of correction of their development.
The work of specialists is based on knowledge of physical, mental, personality, behavioral characteristics, and also constructed according to the specificity of formation of mental processes of autistic children.
Corrective joint efforts of parents, doctors, teachers and psychologists are based on the principles of positive attitudes towards the child and adapt the environment, space and common activities to its features. Depending on the level of development of the nervous system, the knowledge and skills of an autistic child, the nature of his tastes and interests, we create an individual program provided for the post by International Adoption research blogger and columnist..
Special methods of training and education help to overcome or reduce the threshold of emotional alienation of the child and to build collaborative activity in the course of three pillars:
The brain of an autistic differently than a healthy person, processes the incoming information. Because of the initially low mental tone, visual, auditory, tactile hypersensitivity, etc. children experience difficulties in processing sensory information. The ability of autistic children to the understanding and interpretation of the surrounding events is limited. Difficulties in understanding social behavior of others and as a consequence communicating with them, arising from early childhood pervert the course of mental development of the child, impede their social adaptation. As a consequence the child appear autistic setup, or dive into the world of personal experiences, loss of contact with the environment. Thus, autism and autism spectrum disorders are a mechanism of escape from a frightening reality, from the difficulties of interacting with it.
Studies show that the incidence of autism is 5 to 20 cases per 10 thousand children, i.e. on the prevalence of autism ranks fourth among the different types of chronic neuro-psychiatric pathologies. However, the urgency of the problem of early children’s autism is due not only to the high frequency of this pathology development, but also a large percentage of the disabled of childhood. Without timely diagnosis and adequate correction of work a significant portion of autistic children becomes not teachable and not adapted to life in society.
Children with autism need continuous psycho-pedagogical support. As shows domestic and foreign experience in conducting early diagnostics and the timely beginning of the correction it is possible to achieve positive results. Most children can be trained to learn and develop their potential talent in various fields of knowledge.
Children with autism differs significantly from other psychopathologies of childhood, and therefore needs the development of special correctional programs. In this context, a clear need to find ways of implementation of psychological and pedagogical support related to the identification of specific personal and educational needs of autistic children and finding ways of correction of their development.
The work of specialists is based on knowledge of physical, mental, personality, behavioral characteristics, and also constructed according to the specificity of formation of mental processes of autistic children.
Corrective joint efforts of parents, doctors, teachers and psychologists are based on the principles of positive attitudes towards the child and adapt the environment, space and common activities to its features. Depending on the level of development of the nervous system, the knowledge and skills of an autistic child, the nature of his tastes and interests, we create an individual program provided for the post by International Adoption research blogger and columnist..
Special methods of training and education help to overcome or reduce the threshold of emotional alienation of the child and to build collaborative activity in the course of three pillars:
- the establishment of emotional contact and develop productive forms of cooperation;
- building on the basis of the program of social adaptation, as well as systematic work with parents, teaching them effective medical-pedagogical behavior at home;
- preparing for school, including the development of new social roles of student, basic writing skills, numeracy, reading, working on the development of attention, memory, imagination, common and fine motor skills, identification and development of creative abilities of children, language development and communication skills.
Integrated correctional program and psychological support of the
personality acts as a productive condition of personality development of
an autistic child, if:
- work with cultural mediators, i.e. teachers, psychologists and parents, with the aim of understanding and acceptance of the characteristics of the child;
- create blocks of exercises that develop arbitrary hand mental functions, as well as reflective abilities, self-control and self-awareness;
- create a symbolic supports for the implementation of the children self-control and development of their social skills.
Thus, parents, doctors, teachers, psychologists working with autistic
children, play the role of a bridge between the child and the world
around him. And what will be this bridge: narrow or wide, solid or
shaky, is largely dependent on us adults. How can we understand, and
most importantly to take osobennosti personality autistic child, will we
be able to unite our efforts, to coordinate the actions of various
professionals to create a unified program of medical, psychological and
pedagogical support depends on the welfare of many children…
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