Abstract
Despite the fact that special education in Ukraine is quite extensive and eveloped, education itself and social psychological development remain unavailable for children with ASD. The article aim is to show a model of autistic children inclusion in the educational system of Ukraine taking into account the experience of success. The investigated group consists of 20 children with ASD and 20 children with mental retardation from a boarding school aged from 8 to 9 years. The children indices were investigated according to Binet-Simon Scale for intelligence level determination, method of neuropsychological research according to Alexander Luria for psychophysical development level determination and Childhood Autism Rating Scale for autism level determination. The analysis of inclusive education implementation in the educational system of Ukraine has been conducted. The results of studies have shown that children with ASD have substantially lower indices of speech development, capacity for imitation as well as concentration of attention than children with mental retardation. Conductance of social intervention based of TEACCH therapy elements for group of children with ASD has shown their progress in indices of social interaction, emotional reaction and communication. The results obtained allow us to build a model of inclusion of children with ASD in the educational system of Ukraine. The main components of the model are considered.
Highlights
According to the deÞnition given in the psychiatry manual, autism is denoted as immersion in the world of personal experiences with weakened or lost contact and interest with reality, lack of willingness to communicate and poor emotional display (Snezhnevsky, 1985)
The following methods were used: Binet-Simon Scale for intelligence level determination; method of neuropsychological research according to Alexander Luria for psychophysical development level determination; and Childhood Autism Rating Scale (CARS) for autism level determination
Simon have shown that the average level of intellectual development in children with autism spectrum disorder (ASD) is lower as compared to children with mental retardation
Summary
According to the deÞnition given in the psychiatry manual, autism is denoted as immersion in the world of personal experiences with weakened or lost contact and interest with reality, lack of willingness to communicate and poor emotional display (Snezhnevsky, 1985). Anna Freud interprets autism as psychological disturbance, extreme psychological alienation resulting in lost or sharply weakened contacts with the environment and immersion in the world of personal experiences (Freud, 1999). Implementation of an integrated approach to teaching children with mental and physical developmental disorders in Ukraine is viewed by scientists in the context of prospects and opportunities for further special education development Vitaliy Bondar (Bondar, 2003), Kateryna Ostrovska (Ostrovska, 2012), Alla Kolupayeva (Kolupayeva, 2007), Tetyana Skrypnyk (Skrypnyk, 2008), Alexander Shulzhenko (Shulzhenko, & Ostrovskii, 2014), Dina Shulzhenko (Shulzhenko, 2009), etc
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
