Education Of Autistic Children At School – Being Parents

Today, we are trying to ensure that the education of autistic children at school is as inclusive as possible. Therefore, in the current education system, various measures can be implemented to include people with autism spectrum disorder. Thus, they are offered a series of support resources and specialized attention by offering them a dignified and equitable education.

Education of autistic children at school

The student who suffers from autism has different schooling methods depending on the type of educational attention needed depending on his level of assignment. Thus, these children can study in:

• An ordinary school center
• A special education school
• Both types of structures simultaneously

Most of them go to regular school, where they can be in a class:

• Normal, offering specific adaptations and supports
• Special education, where they receive more individualized learning

In all cases, the main persons responsible for the teaching of these pupils are the tutor teacher and the support teacher; the latter must coordinate and maintain good communication between them, so that the autistic child achieves the objectives of the course.

But, in addition, the school center must rely on a series of characteristics and resources necessary to provide good educational support to the student suffering from an autism spectrum disorder.

The characteristics that a school center must have in order to provide answers to children with autism

As for the characteristics of the center, there are various measures to be implemented to properly care for autistic children at school.

In this sense, to promote the autonomy of these students, it is preferable that the school is signposted with pictograms in common places. These visual indicators can be installed on the front door of every room or part of the school. Thus, orientation is encouraged in the center, allowing the identification of each room and the activity offered there.

In addition, to facilitate the possibilities of anticipation, the environment must have a predictable and fixed structure. And thus avoid finding oneself in ill-defined and chaotic contexts. Thus, it is necessary to promote a structured environment where the child can know the basic rules of behavior and be sure of what is expected of him at all times.

Thus, the tutor teacher must be responsible for providing the autistic student with an education adapted to his needs in the normal classroom. It is therefore preferable that the tutor:

• Concretely presents new concepts and abstract material
• Use practice-based learning where possible
• Provide a visual information board with the instructions for performing the tasks
• Facilitates straightforward instructions with examples
• Use clear language and promote values ​​of living together in the classroom

The presence of specialist teachers is necessary at the school

If the autistic student does not exhibit personal autonomy skills, the school must have an educational support specialist. The latter’s function is to intervene in support and to ensure:

• Vigilance
• Attention
• Help in the playground and the canteen
• The health and safety department
• One-off assistance in the classroom

On the other hand, in the school there must be a teacher of therapeutic pedagogy (PT) as well as another of hearing and language (AL), both having the function of acting as support. of the teaching to be brought to these pupils. They are responsible for selecting, developing and adapting the teaching material to facilitate the assimilation of knowledge of autistic students, leading to a specific intervention program.

In the case of intervention with autistic children, the teacher of therapeutic pedagogy must work, among other things, to:

• Make them understand that their behavior can have an influence on those around them
• Teach them to relate to others in various situations and contexts
• Help them understand and communicate feelings and thoughts, whether theirs or those of others

As for the hearing and language teacher, he must carry out an intervention focused on learning the following aspects:

• Real-life functional communication skills
• Acquisition of verbal and non-verbal language
• Ability to understand and react to requests from those around you
• Skills to initiate and maintain conversations

These educational supports are offered for more or less hours in the week and in a relatively individualized manner, according to the specific needs of the autistic child.