ТЕХНОЛОГІЇ РОБОТИ УЧИТЕЛЯ ТА АСИСТЕНТА УЧИТЕЛЯ З ДІТЬМИ З РОЗЛАДАМИ АУТИСТИЧНОГО СПЕКТРУ

Abstract

The article presents the main technologies of work with children with the autism spectrum, that primary school teacher and his assistant can use in an inclusive education. They are emotionally-level approach, which is based on a medical-psychological and pedagogical correction; АВА – applied behavioral analysis, which is used to influence on the problematic behavior by the methods are based on the encouragements; the technology of differential reinforcement of alternative behavior is the incentive for changes, following a behavioral act which increases the frequency of this type of behavior in the future in such circumstances; the ТЕАСН programme, which aims not to adapt the child to the world, but to create appropriate conditions of existence; visual support technology is using pictures or other visual items to give a child, who has difficulty understanding, some information, namely visual support, pictograms and PECS system. Consider in detail the essence, disadvantages and advantages of each of the listed technologies. Attention is paid to the creating an educational environment and the organization of educational process for children with the autism spectrum in general education school. Recommendations for parents, who raise a child with autism spectrum regarding the development of communication skills have been filed. It has been shown that no technology alone can be effective, it is necessary to combine different directions and methods of work with the child, who has the autism spectrum. Constructive ways of teacher and his assistance’s responding to manifestations of problematic behavior of a child with autism spectrum and features of working with parents of children who have such children, as well as preventive work with counteracting bullying with neurotypical children who study in an inclusive class are submitted.