{"id":14147,"date":"2023-03-03T13:37:38","date_gmt":"2023-03-03T11:37:38","guid":{"rendered":"https:\/\/chronolinkfoundation.ro\/?p=14147"},"modified":"2023-05-23T13:39:40","modified_gmt":"2023-05-23T10:39:40","slug":"how-we-can-facilitate-the-integration-of-children-with-asd-in-school","status":"publish","type":"post","link":"https:\/\/chronolinkfoundation.ro\/en\/how-we-can-facilitate-the-integration-of-children-with-asd-in-school\/","title":{"rendered":"How we can facilitate the integration of children with ASD in school"},"content":{"rendered":"<p style=\"text-align: center;\"><strong>Obiective de interes pentru a face integrarea \u00een \u0219coal\u0103 mai facil\u0103<\/strong><\/p>\n<ol>\n<li><strong>Construirea rela\u021biei \u00eentre profesor \u0219i elev<\/strong><\/li>\n<\/ol>\n<p>Acord\u0103 timp pentru a construi rela\u021bia cu elevul. Copiii dezvolta\u021bi neurotipic \u00een\u021beleg profesorul \u201carhetip\u201d \u0219i r\u0103spund \u00een mod pozitiv feedbackului constructiv oferit de acesta. Lipsa \u00een\u021belegerii elementelor sociale face parte din problematica tulbur\u0103rilor din spectru autist. Din acest motiv, copiii cu TSA nu vor r\u0103spunde instruc\u021biilor cadrului didactic pentru c\u0103 \u00eei \u00een\u021beleg statutul, ci dac\u0103 \u00een\u021beleg ceea ce li se cere.<\/p>\n<p>Este important ca profesorul s\u0103 \u00ee\u0219i construiasc\u0103 o rela\u021bie cu copilul, astfel \u00eenc\u00e2t lauda \u0219i aten\u021bia pozitiv\u0103 ob\u021binut\u0103 din partea acestuia s\u0103 aib\u0103 valoare \u0219i semnifica\u021bie.<\/p>\n<p>\u00cen primele zile, rolul profesorului este acela de a cunoa\u0219te \u0219i de a stabili o rela\u021bie cu elevul. \u00cen acest sens, jocurile sau discu\u021biile bazate pe interesele copilului pot ajuta.<\/p>\n<ol>\n<li><strong>Distrac\u021bie la \u0219coal\u0103<\/strong><\/li>\n<\/ol>\n<p>Uneori, integrarea poate deveni dificil\u0103. Printre reguli, lec\u021bii, schimbarea structurii, comportamente sociale deficitare, nu este de mirare c\u0103 mul\u021bi dintre copii ar prefera s\u0103 stea acas\u0103. Desigur, adaptarea la regulile \u0219colii reprezint\u0103 un mod important pentru a preg\u0103ti copiii pentru lumea real\u0103. Cu toate acestea, atunci c\u00e2nd profesorul are de-a face cu un copil care are un istoric de refuz \u0219colar, o idee eficient\u0103 este aceea de a face integrarea \u00een \u0219coal\u0103 s\u0103 devin\u0103 o experien\u021b\u0103 c\u00e2t mai bun\u0103 cu putin\u021b\u0103.<\/p>\n<p>Este important ca \u00een primele zile sau s\u0103pt\u0103m\u00e2ni de \u0219coal\u0103 profesorul s\u0103 asocieze mediul academic cu activit\u0103\u021bi distractive \u0219i pl\u0103cute pentru elev.<\/p>\n<ol>\n<li><strong>Managementul comportamentului<\/strong><\/li>\n<\/ol>\n<p>Profesorii \u0219i educatorii au ca obiectiv predarea de noi abilit\u0103\u021bi. Acest lucru devine imposibil dac\u0103 au \u00een fa\u021b\u0103 un copil cu probleme comportamentale. Nu este doar util\u0103, ci necesar\u0103 rezolvarea problemelor comportamentale. Abia dup\u0103 rezolvarea acestor probleme, copilul va fi capabil s\u0103 \u00eenve\u021be. Exist\u0103 numeroase articole \u0219i c\u0103r\u021bi despre strategiile de management al comportamentului \u0219i despre suportul pozitiv acordat copilului, iar abordarea aleas\u0103 depinde de problemele de comportament ale copilului.<\/p>\n<ol>\n<li><strong>Explicarea regulilor \u0219i oferirea perspectivelor<\/strong><\/li>\n<\/ol>\n<p>Nu este indicat s\u0103 se porneasc\u0103 de la ideea c\u0103 elevul cunoa\u0219te \u0219i respect\u0103 regulile. Sintagma \u201ctrebuie s\u0103 \u0219tie mai bine\u201d sau \u201car fi trebui s\u0103 \u0219tie\u201d nu este util\u0103 pentru cadrele didactice care lucreaz\u0103 cu copii ce au fost diagnostica\u021bi cu autism. A\u0219adar, este mai bine ca profesorul s\u0103 \u00eenl\u0103ture ceea ce crede c\u0103 elevul ar trebui s\u0103 \u0219tie p\u00e2n\u0103 acum.<\/p>\n<p>Explicarea regulilor \u00eentr-o modalitate c\u00e2t mai clar\u0103 \u0219i repetarea acestora ori de c\u00e2te ori este necesar poate conduce pe termen lung la respectarea acestora. Scrierea regulilor \u0219i exemplificarea acestora \u00een imagini \u00eei va ajuta pe copiii cu TSA s\u0103 le \u00een\u021beleag\u0103 \u0219i s\u0103 le respecte cu mai mult\u0103 u\u0219urin\u021b\u0103. C\u00e2nd elevul cu TSA \u00een\u021belege motivul din spatele unei reguli \u0219i realizeaz\u0103 c\u0103 nu este o regul\u0103 numai pentru c\u0103 un adult a spus acest lucru, el devine mai cooperant \u0219i dispus s\u0103 urmeze regulile clasei \u00eempreun\u0103 cu ceilal\u021bi colegi.<\/p>\n<ol>\n<li><strong>Zona de relaxare<\/strong><\/li>\n<\/ol>\n<p>Ideal, \u00een orice sal\u0103 de clas\u0103 ar trebui s\u0103 existe o zon\u0103 de relaxare pe care elevul cu TSA s\u0103 o poat\u0103 accesa ori de c\u00e2te ori cerin\u021bele de la clas\u0103 \u00eei dep\u0103\u0219esc capacitatea de a face fa\u021b\u0103 sau pentru momentele \u00een care copilul necesit\u0103 acces stimularea senzorial\u0103. Aceast\u0103 zon\u0103 poate fi dotat\u0103 cu obiecte preferate ale copilului: c\u0103r\u021bi, juc\u0103rii etc.<\/p>\n<ol>\n<li><strong>Pauza<\/strong><\/li>\n<\/ol>\n<p>Cei mai mul\u021bi dintre oameni au nevoie de pauze regulate pentru a trece prin zilele mai aglomerate, iar copiii nu fac excep\u021bie. Func\u021bia din spatele refuzului scoalar este aceea de sc\u0103pare-sc\u0103pare de cerin\u021bele scoalare, sociale sau senzoriale. Este indicat ca profesorul s\u0103 ofere elevului cu TSA o \u201cscapare\u201d f\u0103r\u0103 ca acesta s\u0103 recurg\u0103 la comportamente negative pentru a o ob\u021bine.<\/p>\n<p>\u00cen timp ce mul\u021bi elevi cu TSA se integreaz\u0103 cu u\u0219urin\u021b\u0103 \u00een sistemul \u0219colar, al\u021bii sunt expu\u0219i riscului de participare sc\u0103zut\u0103 sau chiar abandon \u0219colar. De aceea, este important s\u0103 se dezvolte strategii pentru o mai bun\u0103 integrare a acestora.<\/p>\n<p style=\"text-align: right;\"><strong>Andra Tab\u0103r\u0103, Psihoterapeut, Analist comportamental<\/strong><\/p>","protected":false},"excerpt":{"rendered":"<p>Obiective de interes pentru a face integrarea \u00een \u0219coal\u0103 mai facil\u0103 Construirea rela\u021biei \u00eentre profesor \u0219i elev Acord\u0103 timp pentru a construi rela\u021bia cu elevul. Copiii dezvolta\u021bi neurotipic \u00een\u021beleg profesorul [&hellip;]<\/p>","protected":false},"author":1,"featured_media":15449,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[92],"tags":[],"class_list":["post-14147","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-about-autism"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v20.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How we can facilitate the integration of children with ASD in school - Fundatia Chronolink<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/chronolinkfoundation.ro\/en\/how-we-can-facilitate-the-integration-of-children-with-asd-in-school\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How we can facilitate the integration of children with ASD in school - Fundatia Chronolink\" \/>\n<meta property=\"og:description\" content=\"Obiective de interes pentru a face integrarea \u00een \u0219coal\u0103 mai facil\u0103 Construirea rela\u021biei \u00eentre profesor \u0219i elev Acord\u0103 timp pentru a construi rela\u021bia cu elevul. 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