Intervention Models for The Pre-Integration of Children with ASD in Mainstream Education

Corina Ivan,Corina Ciolcă,Adina Andreea Dreve

doi:10.18662/brain/11.4sup1/161

Abstract

The pathology of autism dates back to the 1900s, being framed within the broad sphere of neuropsychological conditions. So far, the autism spectrum disorder (ASD) has passed through various pathologies, from socio-emotional disorders to schizophrenic disorders. The clear distinction between childhood autism and childhood schizophrenia was only made in the early 1980s. ASD is one of the most common invasive developmental disorders; defined as a neurological condition characterised by a distortion in the overall development of a person, it affects 1 in 150 children and 4 to 5 boys per girl. The autistic triad brings together qualitative anomalies in social interactions (in verbal and nonverbal communication), restricted interests and stereotypes. The 1980s and 1990s highlight the role of behavioural therapy and the use of highly controlled learning environments as a primary treatment for the forms of autism and related conditions. Promising studies on the role of oxytocin or certain amino acids involved in neurotransmission, especially in regulating stress and its emotional consequences, are currently in progress. Until now, the two therapies have remained primordial along with physical therapy and speech therapy. The purpose of this paper is to present some of the means that can contribute to the pre-integration of children in mainstream education, being also a starting point for future applied research. At the same time, the paper is helpful for the parents of children with ASD, who are given the opportunity to work themselves in the absence of a specialist or financial possibilities.

Highlights

The first references to autism date back to the 1900s, when a wide range of neuro-psychological conditions were found under this name
The American child psychiatrist Leo Kanner established benchmarks for this disease in 1943; autism was classified as a childhood disorder and it remained like this until 1980, when a clear distinction was made between childhood autism and a type of childhood schizophrenia
International classifications no longer order the types of autism into broad categories Kanner, Asperger, but have introduced the concept of autism spectrum disorder (ASD), which establishes criteria of continuous diagnosis, separating social disorders from behavioural disorders

Summary

Introduction

The first references to autism date back to the 1900s, when a wide range of neuro-psychological conditions were found under this name. Teaching strategies necessary to achieve social and educational integration fun athletic activities for those involved in the programme; games performed using the means of athletics based on the (essential) rules of community life; development of motor skills using playful means purposely designed for children with special educational needs; for the acquisition of global motor skills, a learning method based on the variation of tasks is more effective than a method based on constant practice Functional deficits such as lack of strength or endurance should be reduced so as the student can solve the task efficiently. The models that will be presented are mainly aimed to improve psychomotor skills and correct the attention deficit

Objectives

Findings

Conclusion