Remedial Work Assessment to Prepare an Autistic Child for School

Abstract

This article focuses on remedial work aimed at developing skills in autistic children to prepare them for school, which involves organizing interactions within the triad: child – parents – teaching staff. The purpose of the study is to determine the effectiveness of interactions with an autistic child as a result of remedial work during the preschool period. The observational method allowed us to map the psychological and pedagogical characteristics of a first-grader, whereas the journal method allowed us to assess remedial work. A social and communication skills assessment showed that 28% of skills partially manifested at the beginning and end of the school year, 36% of skills had a partial manifestation dynamic, and 36% of skills were undeveloped. A hygiene and self-care skills assessment showed the partial manifestation of 38.9% of skills without a dynamic and 61.1% of skills with dynamic. These assessments revealed that 50% of academic skills do not show dynamics, whereas 33.3% do, and 16.7% are undeveloped. An organizational and behavioral skills assessment demonstrated 65.2% undeveloped skills, whereas 34.8% of skills are defined as partially developed. The results obtained confirm the effectiveness of the interactions within the triad after remedial work, since a dynamic was observed in 40.54% of all partially developed skills.