Kompetencje pedagoga w responsywnych oddziaływaniach a efektywność terapii dzieci z zaburzeniami ze spektrum autyzmu

Abstract

Every child requires an individual and subjective approach – regardless of the difficulties they experience. Each of them has their own pace and rhythm of development. Children’s development can often be disharmonious. It’s important to know that a child’s age is not always equal to their developmental age. If we look at autistic children – their situation is even more complex. Developmental disharmony, difficulties in cognitive functioning, emotional and social communication deficits – just these few challenges mean that autistic children make up one of the most challenging groups to work with for educators. When setting up and executing therapeutic, educational and educational goals, designed to minimize these unwanted behaviors and develop positive ones, it’s easy for educators to forget that they are not working with a “case” but an individual human being. A human being for whom they take responsibility, shaping their internal and external world. Therefore, the choice of therapy goal, choice of methods or forms of work should never take superiority over the child’s individuality. Some authors claim that: “treatment of a child with autism is a race against time” – there is no way to disagree with this statement, but it is worth adding that it’s the child who should be managing that time.