Community integration of adhd and autism children scurt


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Autism, Education, Torelance, INTEGRATION

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Community integration of adhd and autism children scurt

  1. 1. Public Library and the community Integration of ADHD and autis tic children
  2. 2. <ul><li>One of the biggest problems facing children with autism or ADHD and the ir family was interacting with colleagues and with a territory which is un familiar. </li></ul>
  3. 3. <ul><li>A source of frustration may be the lack of specific resources to support adult education dealing with these children, such as better information related to autism and tools necessary for visual learning. </li></ul>
  4. 4. <ul><li>Parents' fears are justified? </li></ul><ul><li>Yes and no. If specific resources are not made known to the class, then everything is inefficient for those involved: teacher, students and children with autism or ADHD. The teacher must constantly communicate with the child attendant for the approach to be effective. In Canadian schools, for example, teachers with special training or social asstants or even fellow s without a specific training help together with caring for that child . </li></ul>
  5. 5. <ul><li>It is therefore necessary the presence of a teacher or support teacher or a parent who must assist in classes. It will be the one who will be the link between child, teacher and his/ her s colleagues for suggestions in improving communicat ion with the child . </li></ul>
  6. 6. <ul><li>With good information and socialization of pupils organized by teachers in classes that can explain what is autism, we can determine the potential for understanding and compassion which is huge especially in children, possibly colleagues of a child with autism or ADHD. Other children m ight have an important contribution to the progress of children with autism or ADHD. </li></ul>
  7. 7. <ul><li>Basic strategies for growth interaction between autistic child and his colleagues . </li></ul><ul><li>Teacher rewards the child: the teacher rewards the child for any initiative to play, talk or sit next to his colleagues. I t is also rewarded the group of children with whom the autistic child initiates interaction. The teacher chooses a child who is capable of interacting with others and he should motivate him to act as a model for the autistic child and this one should give concrete indications to the autist ic child . It is advisable that the teacher tell s exactly what indications are needed. </li></ul>
  8. 8. <ul><li>Approaches and techniques for an effective interaction </li></ul><ul><li>Using of reinforcements , treats , games, siocializations . </li></ul><ul><li>Time of the class should be well structured and centered on strict objectives with minimum time and much free play and artistic activit ies . </li></ul><ul><li>Use of indicators, images, icons, short movies etc. </li></ul>
  9. 9. <ul><li>F irst step for school integrati on is working inside the community. This can be done at home with siblings or neighbors. We should not switch from one to one learning situation directly to a group learning situation. Conditioning the child (if you do this ... you get) is an educational approach very appropriate for the child than giving up a certain task . </li></ul>
  10. 10. <ul><li>Thank you, </li></ul><ul><li>Irina Grigore </li></ul><ul><li>“ Antim Ivireanul” </li></ul><ul><li>Valcea County Library </li></ul>