Childhood autism is a deviation in psychophysiological development, the main manifestation of which is communication disorders. Unfortunately, there is still no special system of preschool institutions for autistic people, so kids with mild disabilities can attend general education kindergartens. , and children with profound autism tend to attend kindergartens for mentally retarded children. Of course, mental retardation and autism are completely different things, but child psychologists work in these institutions - specialists in developmental disorders. In addition, the groups are small, which allows more attention to be paid to each child.

An autistic child in kindergarten adapts very hard compared to other peers. Such children are characterized by increased anxiety, their fears and experiences are fixed for a long time. Autistic people require extra attention and care in handling.

In order for an autistic child to quickly and easily adapt to a new environment, he needs to be helped to establish relationships with peers: involve him in collective games, stop possible aggressive or inadequate treatment, and show goodwill.

Kindergartens for children with mental and physical disabilities

Autism is not the only serious problem that parents have to deal with. Children with hearing, vision, and musculoskeletal disorders also have developmental features and need to visit specialized preschool institutions, which provide for special pedagogical methods and teaching aids.

In such preschool institutions, children are completed taking into account the level of initial training, age and degree of hearing impairment. At the same time, it is not age (as in conventional kindergartens) that is of decisive importance, but the development of speech in a baby.

Kindergartens for the deaf work according to a program that in many areas coincides with general education, but takes into account the specifics of the development of such children. So, special attention is paid to the formation of pronunciation and lip reading skills.

In children with visual impairments, as a rule, coordination of movements is disturbed, self-service skills are hardly formed, and as a result, the desire for work activity is dulled. That is why kindergartens for the blind should set as their main tasks the formation of such personal qualities as activity, independence and diligence. Efficiency in this educational direction is achieved as a result of the reorientation of the child from the position of a guardian to the position of caring for others.

Svetlana Kudaeva
Should children with autism go to kindergarten?

Topic: Should children with autism go to kindergarten??

1 The concept of the syndrome of early childhood autism and autistic personality traits

What's happened autism? Why is he scary?

Lately in children's gardens began to appear more and more children autistic, not all people understand who they are autistic, have vague ideas about them. The parents are arguing Should these kids go to kindergarten?,. Let's try to figure out what is early childhood autism what is dangerous and whether it is treated and Should these kids go to kindergarten??

What is Autism? Autism(from Greek - himself)- an extreme form of violation of contacts, escape from reality into one's own world of sensations and experiences.

Yes, these children are different from other children. Their gaze is "immersed in itself", speech is monotonous or completely absent, movements are stereotyped. Don't compare them stands with ordinary children, they are no worse and no better, they are special children, they are different ...

When the child- autistic still very young, some parents begin to understand that something is wrong with their child, the child is indifferent to the outside world, he does not establish eye contact, his gaze is directed through the person, he is not attached enough to his parents, indifferent to them. Other parents try to drive away these thoughts from themselves, reassure themselves that everything is in order with their child, they are afraid to go to the doctors. Unfortunately, many try not to pay attention to this, and doctors do not always diagnose this syndrome in time.

And now the child grows up, begins attend kindergarten. He is distracted from everything, he is not interested in what ordinary children are doing, the games they play are not interesting. It is difficult for the educator to draw his attention to the game and other activities, especially if it means communicating with the world. The child remains indifferent, does not smile in response to the smile of an adult. His movements are monotonous, stereotyping appears in the game, he repeats the same movements (pours sand from hand to hand, throws up toys, twirls the doll). He uses toys for other purposes. Children autistic they like to play with sand and loose material, but the games do not consist in the construction of Easter cakes from sand, but in pouring it.

At 3-4 years old, the child does not play with other children, he usually talks about himself in the second or third person, sometimes his phrases are pretentious and do not correspond to his age, or his speech is completely absent

movements autistic children angular, disproportionate in amplitude. Often he performs complex movements more successfully than easy ones. At autistic fears appear early in children, the child is afraid of certain objects and phenomena (noise, electrical appliances, soft toys, dogs, cars) the list is varied. Fears are different in nature, in one case the cause of fear may be sound, in the other light effects. Reactions to fear are varied (scream, cry, the child hides, falls and lies on the floor.) The child likes to be alone. He does not show concern if he is left alone without a mother or caregiver.

2 reasons autism

The diagnosis is children usually placed after two years. And then the parents begin to ask themselves the question why this happened to their child, they try to find the answer to the question, could this have been avoided?

Cause autism unknown, in most cases, this is a hereditary factor, impaired brain development, chromosomal abnormalities, however, at birth, all these children are recognized as normal.

3 Should You Go to Kindergarten??

Now let's ask a question and try to answer it, Should these children go to kindergarten?? After all, sometimes it seems that they don’t need anyone, it’s wonderful and comfortable for them to be alone and they don’t need society, they don’t need visiting kindergartens.

This is an erroneous opinion, in fact, it is not entirely true, these children need communication and society, they want to be understood, but everyone knows how to do it right without harm to the child. The task of the parents and of course the educator, with whom he spends almost the whole day, is to help him find contact with the world. But how to do it? How to achieve this?

There are many behavior modification exercises. autistic children, but in order to have a result, they need to be performed regularly, they must be part of the lives of these children and their parents. You have to work hard and remember that autistic children, it's slow kids, don't costs rush them and wait for the result in the first days of classes. It takes months, and sometimes even years, and only stubborn parents, together with the teacher, can achieve the desired result.

- autistic child, like other normal children, is individual and this must be taken into account when studying with him, it is necessary to take into account the specific reactions of the child, and already on their basis, build persistent training. There are times when children autistic, growing up, work by profession. A child who loves mathematics, is passionate about numbers, in the future, with hard work, can become an accountant.

Child autistic attached to the regime and he reacts painfully to any actions that go beyond the usual, so you need to adhere to the constancy familiar to the child;

Classes should be held every day, of course it is difficult, but only this can give a positive result. You need to start small, for example, a few minutes a day and gradually build up to several hours, naturally with interruptions;

It is necessary to teach the child elementary safety rules. These children have various phobias and cannot see real threats and dangers: cross the street in the right place, do not touch hot objects with your hands, do not put small objects in your mouth, etc. If the child knows the word "Stop", this will save him from certain types of dangers.

It is necessary to restrict these children from watching programs, cartoons, and in general it is necessary to restrict them in this;

To kid autistic the company of other children is necessary. He must definitely attend kindergarten, even if not all day, but at least a few hours will be enough for him.

The child should be distracted from stereotypical, chaotic movements, how to do this? With the help of dances, exercises, jumping in place;

It is necessary to communicate with the child as much as possible, let him not answer, but he will listen and remember, it should be remembered that he needs communication, even more than ordinary children;

It is necessary to make the child a place where he could retire and be alone with his thoughts, where no one can interfere with him;

Children autistic they can be unmotivatedly aggressive towards people and animals, therefore, before getting a pet, you can give the child a soft toy;

You need to find a good doctor - a psychiatrist for the child. And it is desirable that he visited one specialist who will know the characteristics of the child, the dynamics of his development and, thanks to this, will be able to choose a more accurate therapy;

Gives excellent results visit with children of various centers for children with autism. There you can get information about methods of treatment and correction of behavior.

Corrective techniques that parents can use and educator:

In correction autism the role of the family is very important. Parents should be interested in the continuity of assistance to their children and you need to start from preschool age, ending with a decent quality of life.

1. It is necessary to develop tactile perception in a child, this can be done with the help of a small box filled with cereals, in which small pebbles or large buttons will be hidden, for a start there should be a few of them, gradually their number can be increased. The child must find and extract them. A box of cereal can be exchanged for a bowl of water, on the bottom of which you can put coins.

2. Children with autism water games should be offered, as in most cases they are usually afraid of water. Classes should be started gradually. To begin with, you can wet the sand a little, gradually the sand should become more humid and it will be possible to draw various shapes and lines on it.

3. Development exercise coordination: pouring water from cup to cup, as the cup develops, you need to change to smaller ones.

4. Modeling is one of the most important correctional methodologies: modeling very well develops fine motor skills and sensory sensitivity. For modeling, you can use ordinary plasticine or mass for modeling. The child rolls out plasticine, sculpts, makes balls.

5. Stringing large beads on a thread. Gradually, large beads can be replaced with smaller ones.

6. Children autistic they like to put together puzzles very much, they can be bought in a store with large parts, or you can make them yourself by cutting the picture into several parts, the number of parts should be increased over time.

7. For the development of tactile sensations, games with various material: sandpaper, wool, silk, plain paper.

8. Turning objects laid out in a row is another great exercise for motor skills.

9. Finger gymnastics.

Lesson scheme

Start with simple exercises moving on to more complex ones. To begin with, let's give exercises that the child will easily cope with, gradually complicating them. This will help the child to believe in himself and his strength. Lessons should be as follows way: 5 minutes of modeling, 5 minutes of finger games, 5 minutes of dancing, then a break and a new block of classes.

Help children with early childhood autism requires patience, ingenuity, systematic.

child- autistic, you need to accept him for who he is, he is no better and no worse than other children, he is just different .... He is special. This is the most important rule!

Based on the foregoing, the child visited the children's kindergarten and receiving psychological and pedagogical assistance on time allow supporting the child’s attempts to enter into complex relationships with the world, a picture of the child’s difficulties with autism by school age is significantly different from whether he received early special assistance. Good luck and patience, you will definitely succeed, the main thing is to believe and work!

Question: Good afternoon! I need your help. A girl with autism comes to our group. The group is average. Nowhere can I find information on how to behave with such children, because they can show aggression just like that. There are 20 people in my group, according to the list - more, but twenty go, less - rarely. I can't spend much time with this girl.

I have four children in the group who are very operational - they need an eye and an eye for them. I collected information on the Internet, but I can’t find anywhere how to communicate with such children in kindergarten. I'm afraid of aggression.

Lyubov Goloshchapova, child psychologist, answers:

In the foreground of the letter is your fear - "I'm afraid of aggression" ...

Perhaps it is caused by some unpleasant events that took place in the past, or maybe something else. But why is the whole letter only about this?

Fears, especially those that are not rationally justified, arising spontaneously, as if against the will of a person, have a strong influence on his life. Usually they are realized in reality according to the principle "what you are afraid of, then it happens." Traditionally, this is called the law of meanness. In fact, there is no "meanness" here. It's just that the pictures that often appear in the imagination, which are also accompanied by vivid emotional experiences, come true. It doesn't matter what you often think about - good or bad, foresee joy or fear. Sufficient conditions - often and emotionally. And you can consider that the order for the fulfillment of your “desire” (in fact, non-desire) has been accepted.

- Will be done! - reports the world, and creates conditions for its fastest implementation.

This is how the "law of meanness" works. In short, there is no point in being afraid. After all, with the same zealous zeal, your true desires will be fulfilled.

But let's leave metaphysics and return to our children in kindergarten.

I was very surprised by such a move - to send an autistic child to the kindergarten. Of course, the case of the case is different, and on the spot, of course, is more visible. However, this child places an additional burden on you. The fact that you did not find methods for raising autists in the garden on the Internet is not surprising - they simply are not given there. So you will be our trailblazer. Maybe you will share your discoveries, knowledge and experience? It would be very helpful and interesting.

In general, an autistic child is very closed, and prefers solitude and independent studies to collective games and communication. There is much less trouble with him in the group - he will not pester other children, want or demand something from them, defend his rights and toys, start games and running around. But how to get through to him so that he opens the door to himself for you - here you will have to look for the way yourself. Because there are organizational moments when you need to sleep, eat, walk, etc., and it is customary to do this together.

Interest can be your instrument. You will be able to interest - consider it done.

You will have to look for what this girl likes, what she is interested in. It is pointless to talk to her through the concepts of coercion, everything “should”, “should”, “all the kids do this” will leave her indifferently unperturbed. Look for her hobby, it can be anything - music, drawing, modeling, designers, animals, flowers or something else. In the language of what she likes, you can agree on everything with her.

It’s like a strange exotic flower - we don’t grow such flowers, how to care for it - it’s not clear, everything has to be found empirically. But if the right approach is found, how much joy and admiration will bring unprecedented flowers and fruits ...

And as for “showing aggression just like that”, I can tell you one thing: nothing happens just like that. It may seem so if the person does not know or does not understand the reason.

The causes of aggression are violence and restriction.

If a child has all the possibilities for normal, healthy, natural development, he is not forced to do what hinders him or does not need to. when he is allowed to do what he needs and wants, then there will be no aggression, it is simply not needed. In order for a person to show aggression, he must be brought to this on purpose, conditions must be created.

And here's something else. This is not advice or advice, just my opinion. If I were working with children and an autistic person was brought to me, I would probably set myself the task of determining how possible and useful for everyone the presence of such a child in a group of children. I would find out all the possibilities of interaction and mutual benefit, I would try as many different methods as possible, I would invent and test my own methods, I would correct them in the course of life. Wow, and then I would ... publish a book ....

I wonder if this is implemented?

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Good afternoon!
I would be grateful for the answer to the question and general advice, if possible. I will describe the situation.
Child with ASD, 4.5. Almost immediately after the birth, they stood in line for a place in the garden. We moved and now we live in Pechatniki (Moscow). We got a place in the usual garden near the house. Around the same time, they learned that the child had special features. On their own initiative, they were transferred to a correctional garden, they were looking for it themselves, they did not receive any help in choosing gardens, they did not know how to do it. PMPK just wrote the number of this garden, which we chose, there were no more recommendations. The correctional garden was quite far away - 20 minutes by minibus. There were no special conditions, except for episodic classes with a defectologist of inadequate quality, there were no. The child began to show signs of negativism - he was tired, sad, no one was doing it (sitting in the corner). We decided not to go.
Then I got information that now you can go to ordinary gardens. Disability was issued last fall. In the spring of 2015, we went to the garden near the house, talked to the manager, asked for a flexible approach to our adaptation, about visiting with my mother, about visiting the garden regardless of the regime moments. She agreed, we were transferred through the queue without any problems. For about a month I went with my daughter for walks with a group, then we got sick. After the illness, they returned and another conversation began with us, we did not understand the reasons. They said that now we are allowed to be in a group for about 20 minutes, strictly without mom. If the mother wants, she can issue a medical book, and even then, the presence of the mother harms the development of the child's independence. Also, they made a remark that it is not clear what we expect from an ordinary garden, where there are no conditions. Further, it turned out that the director was reprimanded for taking a child with ASD to a regular kindergarten.
In our IPR it is written that the kindergarten should organize special conditions for us, classes with a defectologist, a speech therapist and a psychologist. There is a speech therapist and a psychologist in the garden. Nobody was watching us. They know about disability.
On December 15, we had a second ITU, plus, on our own initiative, we signed up for the PMPK, unfortunately there were no dates for the PMPC before the ITU, the entry was also for December 15.
The next question is - is it true that a child with ASD should not be in a regular kindergarten? I thought that under the law we have rights and we can achieve the organization of special conditions there, or at least compromises. Confused Art. 79, paragraph 2 of the Federal Law No. 273 - "General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general education programs." Does that mean only special institutions?
I will also be grateful if you can give general recommendations on how to communicate with the garden.
Thank you in advance!
Natalia

MOU elementary school - garden of compensating type No. 35

Presentation at the seminar“Issues of interactionteacher - defectologist and educators of the KRO group "

Topic: "How to help an autistic preschooler adapt better in kindergarten?"

Early childhood autism is a deviation in the psychological development of a child, the main manifestation of which is a violation of the child's communication with the outside world. The causes of autism are currently not fully understood. Most authors refer to them as a violation of intrauterine development and debilitating diseases of early childhood. In autistic children, brain dysfunctions are observed more often than usual, and violations of biochemical metabolism are manifested. Autism is often combined with other mental disorders.

External manifestations of the syndrome of childhood autism are as follows:

· extreme loneliness of the child, reduced ability to establish emotional contact, communication. Characteristic difficulties in establishing eye contact.

· stereotypical behavior associated with an intense desire to maintain constant, familiar living conditions; resistance to the slightest change in the environment; preoccupation with monotonous actions - motor and speech: rocking, shaking hands.

· a special characteristic delay and violation of the development of speech, especially its

communicative function

For a long time of working with such children, we use certain psychological attitudes:

· benevolence. Adult aggression is an obstacle to establishing positive contact.

· purposefulness. Only daily training will allow the child to master new skills.

· tolerance towards the child. Long work and great efforts of adults will lead to positive changes in development.

· vigilance and optimism. It is important to notice every step of the child.

· the desire to support the child in a difficult situation.

· willingness to encourage the child every time he makes an attempt to complete the task, even if it is not very successful.

· exactingness of adults in the process of learning and everyday life.

· You can't let your child control you.

Most of the time a child attending an educational institution is with a defectologist and a teacher. Therefore, the role of the educator and defectologist in shaping the communication skills of an autistic child with adults and peers is especially important. In order to truly help a child, one must believe that we are all engaged in far from hopeless work. We cannot achieve a diagnosis, but we can do a lot: understand the child, accept him as he is, and, given his characteristics, help him adapt to the world.

Adaptation of an autistic child to kindergarten- the process is long and gradual, requiring coordinated actions of relatives and staff of the preschool educational institution. Such a child requires additional attention, which may manifest itself, in particular, in the following:

Firstly,it is necessary to help the child understand the meaning of everything that happens in the group, so you should comment on everything that happens and planned actions for him (“Now everyone is going to a music lesson, and you will also go to it; then we will dress for a walk, and when we return, we will lunch").

Secondly,it is necessary to help an autistic child establish contact with other children: try to involve them in common games, prevent possible aggressive and inappropriate actions. At the same time, it is important not only to suppress unacceptable behavioral manifestations, but also, while maintaining benevolence, to teach the child more “correct”, socially acceptable ways of interacting with peers (“Wait, you can’t take away a toy without asking.” We must ask: “let me play”). The speech formula offered to the child should depend on the level of his speech abilities. When passing the child to parents at the end of the day, you need to “together” with him briefly go over the events that happened during the day, telling parents “how we all lived today.”

Of course, such measures require a lot of patience and additional efforts from the kindergarten staff, but they help organize the behavior of an autistic child, make it more orderly.

Before starting a conversation about correctional work, it is necessary to clarify: in our practice, children with “classic autism” are rare, children with autistic behavior are more common.

The child is closed, most of the time he spends with himself, not demonstrating any interest in anything other than the objects involved in the stereotypical game. Prone to rigidly set routes, throws a tantrum if you do something differently than he wants, extremely reluctant to do anything new. often makes some movements with his hands, while the eyes look in a completely different direction; avoids ordinary bodily touches or seems to ignore them. Avoids eye contact, hardly concentrates on anything or, conversely, completely goes into some kind of game, so that it is impossible to call or distract. Since, unfortunately, there are almost no special developments in the teacher's arsenal for identifying autistic children, the best assistant in such work will be personal experience of communicating with children, patience and the ability to observe.

Observation

Observe the child for several days. At first observe passively and discreetly, minimizing movement around the room. Every next time sit down on the same place and it is better in the same clothes.

After passive observation, try to become a more active observer. Pay attention to the nature of the trajectory and the rhythm of the baby's movement around the room, see what objects attract him; he reacts equally negatively to touching different parts of the body; does he like poems, songs; whether he likes to be tickled, tossed up, or rocked over the floor.

You should not expect joyful exclamations and expressions (even wordless) of a request from the child to continue those actions of yours that caused him a reaction of interest. Perhaps he will change something in his behavior for a few seconds - throw a glance at you, or simply stop the stereotypical game, or sound somehow (whether babble, or words). Anything that did not immediately cause a sharply negative reaction, for example, screaming or crying, can become a bridge to the child.

More and more of our activity can be included in each next lesson. Of course, our first interaction with a child may not last very long, literally 3 seconds, after which you may “let go” of him and will not approach him again for 15 minutes - you will simply sit in the same place. but gradually the time of active contact will increase, and the lesson itself will eventually become longer. As a rule, the first few sessions have to alternate very close contact with direct eye contact and breaks in interaction.

When the child begins to allow our presence nearby, we try to simply follow him in his rhythm or nearby, commenting on everything that he does joyfully, but not very loudly. For now, avoid making direct eye contact. With some children, we have to move for some time, silently, until we see that the child is no longer overworked by our presence, does not run away when we approach. If contact with the child is broken for some reason, start over - sit back in the same place and watch until the child stops being afraid of you again. As a rule, it is easier to restore a broken contact than to build it for the first time.

Now we know what attracts a child. Given this, consider the most common options for further developments. The following types of interaction can be used both separately (if the child does not yet allow any of the options), and simultaneously during one lesson. But remember that a child with autism spectrum disorders (ASD) must have rest from interaction, and at first, periods of such rest may prevail.

Sensory games

If we notice that a child prefers to stroke objects, knock them and listen to their sound, or likes to play with water or sand, or looks at highlights and shadows, all this can be used to establish a stronger and more stable interaction. Try joining him, commenting happily but not too loudly. You can play in the sand together: sprinkle, sift, toss, etc. Like any interaction with a child, including ordinary ones, our actions should be emotionally rich, lively, even somewhat exaggerated - like with a baby of 1-2 years old. So, you can regularly address the child with a smile, stimulating him to share our emotions: “How great, what a pleasant, warm sand.”

All sorts of games with water are also great: from simple transfusions and splashing to coloring water in transparent bottles. You can blow soap bubbles while cheerfully saying something rhythmic (for example: “Pout, pout, bubble, swell big, but don’t burst”).

A good material for sensory play with a small child is croup. You can bury small objects or palms in semolina or rice, and then look for them. You can put 5-10 toys of the same type in a bowl with semolina. Then 5-10 toys of a different kind are added to them. They are taken out and placed in different bowls. At the same time, the game should not be satiating, so the number of toys and the playing time increase gradually.

If the child is spinning around the axis, you can spin with him, at first silently, then saying something rhythmically: “I am a whirlwind, a whirlwind, a whirlwind; I'm spinning, spinning, spinning.” Then bring the top and spin it, saying the same rhyme. If the baby is mumbling or humming something, quietly do the same. first copy its sounds as accurately as possible, and if this did not cause a negative reaction, try to diversify it a little, for example, sing some other, but well-known children's song to the child.

Try tapping a simple rhythm: if he joins you, continue together, and if not, tap again softly, accompanying the rhythm with a short nursery rhyme or singing a song along with this rhythm. Watch your reaction carefully. Everything that does not cause a negative reaction can later be used in the classroom, as well as in acute situations when the child cannot cope with the affect, and for some reason you cannot get out of the traumatic situation.

The main thing in such games is shared experience. On the one hand, it is a way to establish contact, and on the other hand, it becomes the basis of interaction and creates the basis for the emergence of divided attention, around which all other activities are built.

Joining stereotypical games

If a child avoids sensory play, does not like to get their hands dirty, but allows them to play with objects, this can also be used for interaction. Here our task is to try to expand his game. You can try to sit next to and from your own, insignificant toys for the child (for example, if he folds only oblong objects, then you take cubes or pictures) to add exactly the same rows and spatial structures. Our task is to attract the attention of the child to ourselves, to interest him. But it is better not to dwell on these "meaningless" games for a long time. After a couple of lessons, add some primitive plot to your series. For example, you can plant a row of toys one after another and, saying: “The train is coming, the train is coming, choo-choo-choo!”, Gently move the row across the floor. Or: “The snake is crawling - shhh”, etc. at first you sit at some distance from the child, then you barely touch him with your foot or hand, but each time try to increase the time and area of ​​​​contact.

At the same time, the game becomes more and more emotionally saturated, you can constantly turn to the child with a “call” to share the joy: “This is a locomotive! Look how he rolled down the hill. And a bear rides on it. Where is he going? Probably, on a visit to the Hare ... ". Keep in mind that it is impossible to interest a child in a game if you yourself do not feel the pleasure of it.

Please note: we are not faced with the task of removing the stereotypical game - on the contrary, it will help to establish contact with the child, over time you can expand this stereotype, making additions and meaning to it. As the child develops other activities, stereotypical play will become softer. Autistic children see the meaning of any activity only when it is clearly pre-programmed: children must know what to do first, what sequence of actions to perform, how to finish. For example, during physical education, they do not understand why and how long to run in circles. but their activity will be more meaningful if several toys are laid out on the floor in the hall and a specific task is given to the child: each time, running past the toys, take one of them and throw it into the basket. When all the items are collected, go from running to walking, and after passing another circle, sit on the bench. Thus, the child will see the plan of his actions and become more calm. Such meaningfulness must be added when performing any task. The child should always know why he will perform this or that action. For this purpose, in the room where the autistic child is located, so-called operational cards can be placed, on which a clear sequence of actions is indicated in the form of symbols. So, a diagram that reflects in the desired sequence of actions of the child when getting ready for a walk can be drawn on the locker.

Examples of such cards are, for example, instructions for collecting toys from the Kinder Surprise series.

Autistic children enjoy putting together puzzles and puzzles. They are accessible and understandable to them. Working according to the scheme, children see the end result to be achieved.

Children with communication disorders love to collect, so they can and should be involved in the work of sorting objects. They can become invaluable assistants to the educator, in cases where it is necessary, for example, to arrange pencils by color, cubes by size, cut out templates by shape. At school, you can involve such children in the creation and sorting of herbariums, collections of stones, shells, and photographs. They do a good job of keeping daily records - observations of animals in a living corner (but not in the early stages of work).

An autistic child is not aware of his body. He may have a spatial orientation disorder. Therefore, it is useful to place several mirrors in the group room at the level of the child's eyes. From time to time, the caregiver or teacher may draw the child's attention to his reflection. This approach gives positive results.

Every encounter with an autistic child is truly unique. But, knowing the general patterns of development of autistic children and having a “set” of techniques for working with them, you can always find the key to them, even in the most difficult and unpredictable cases.

Defectologist teacher

Literature:

1.1. Defeat autism. The Kaufman family method. Comp. Kholmogorova N.L. - M.: TsLP.-2005

2.2. Autistic child: ways to help. Nikolskaya O.S., Baenskaya E.OR., Liebling M.M. – M.: Terevinof.- 1997