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[:en]Title of the resource[:bg]Заглавие на ресурса[:nl]Titel van de bron[:sr]Назив ресурса[:el]Τίτλος της πηγής[:]

Teacher's guide for children with autism

[:en]Who am I?[:bg]Вие сте:[:nl]Wie ben ik?[:sr]Ко сам ја?[:el]Ποιός είμαι;[:]

[:en]Teacher[:bg]Учител[:nl]Docent[:sr]Учитељ[:el]Δάσκαλος[:]

[:en]Type of the resource[:bg]Вид на ресурса[:nl]Type van de bron[:sr]Тип ресурса[:el]Τύπος της πηγής[:]

[:en]Guidelines for school teachers[:bg]Насоки за учители[:nl]Richtlijnen voor leerkrachten[:sr]Смернице за наставнике школе[:el]Οδηγίες για τους εκπαιδευτικούς των σχολείων[:]

[:en]Languages available[:bg]Налични езици[:nl]Beschikbare talen[:sr]Доступни језици[:el]Διαθέσιμες γλώσσες[:]

[:en]French[:bg]Френски[:nl]Frans[:sr]Француски[:el]Γαλλικά[:]

[:en]Country of implementation[:bg]Държава на приложение[:nl]Land van implementatie[:sr]Земља имплементације[:el]Χώρα εφαρμογής[:]

[:en]France[:bg]Франция[:nl]Frankrijk[:sr]Француска[:el]Γαλλία[:]

[:en]Type of access[:bg]Тип достъп[:nl]Type toegang[:sr]Тип приступа[:el]Είδος πρόσβασης[:]

[:en]Free[:bg]Безплатен[:nl]Vrij[:sr]Слободно[:el]Δωρεάν

[:en]Main description[:bg]Описание[:nl]Hoofdbeschrijving[:sr]Главни опис[:el]Κύρια περιγραφή[:]

Cooperation with parents is extremely important for the successful working with a child with autism at school. The teacher should also communicate with the other professionals, who work with the child. As oral speech is often difficult, visual images are used, integrated into the classroom, the family and the therapeutic sessions of the specialists. Educational approaches must be adapted to the child with autism, as he/she has difficulties in social interactions and communication. It is also difficult for the child to understand everyday situations. The language should be simple. Long and syntactically complex sentences should be avoided. The words must be supported by pictures. When an autistic child has satisfactory behavior, it should be encouraged through a positive assessment (well done, a hug, a small reward). Tasks must be divided and separated by their difficulty. When a student shows aggression, anger, or an attempt at self-harm during an activity, it should be stopped immediately. This behavior may mean that the child is seeking attention and help. To avoid such a crisis, the child should be closely monitored and, if indicated, offered help, teamwork or a change of the activity. If in the school yard (or other large empty space) the student runs aimlessly, it means that he/she does not know how to use the place, what he/she can do, what is expected of him/her (probably the oral instructions are too complicated and the child does not understands them). To minimize the occurrence of such a problem, the space should be structured and the child should know what is expected of him/her. The child may be accompanied and offered a guided activity. If in the classroom the student performs an inappropriate activity (turns without stopping, hits the back of the chair, swings, etc.), it means that he/she does not know what is expected of him/her or the activity is too difficult for the child. In order to minimize such actions, the time between two activities should be organized and structured, visual landmarks should be used and the activities should be adapted to the child’s skills. The child’s physical resistance to go somewhere or do something may be due to the fact that he/she does not know where they are going or the rhythm of the day has changed in a way that worries them. For the emotional balance of the child with autism, events need to be predictable. This can be achieved by giving him/her a personalized schedule in photos, visual landmarks (a label showing where he/she is going), a clear and understandable oral explanation. Children with autism are much more receptive to visual aids and in terms of work instructions, it will be easier for them to rely on written instructions or those presented by photos or pictures.

[:en]Resource URL[:bg]URL адрес на ресурса[:nl]Bron-URL[:sr]Ресурс УРЛ[:el]URL πόρου[:]

cache.media.eduscol.education.fr/file/ASH/57/5/guide_eleves_autistes_130575.pdf

[:en]Resource[:bg]Ресурс[:nl]Bron[:sr]Ресурс[:el]Πηγή[:]

[:en]Type of setting[:bg]Тип среда[:nl]Type instelling[:sr]Тип подешавања[:el]Τύπος ρύθμισης[:]

[:en]Mainstream school[:bg]Общообразователно училище[:nl]Reguliere school[:sr]Редовна школа[:el]Βασικό σχολείο[:], [:en]Specialized school[:bg]Специално училище[:nl]Gespecialiseerde school[:sr]Специјализована школа[:el]Εξειδικευμένο σχολείο[:], [:en]Care centre[:bg]Център за грижи[:nl]Zorgcentrum[:sr]Центар за негу[:el]Κέντρο φροντίδας[:]

[:en]Type of challenge addressed[:bg]Вид предизвикателство[:nl]Soort uitdaging die wordt aangepakt[:sr]Тип изазовне адресе[:el]Τύπος αντιμετώπισης της πρόκλησης[:]

[:en]Anxiety[:bg]Тревожност[:nl]Ongerustheid[:sr]Анксиозност[:el]Άγχος[:], [:en]Frustration[:bg]Фрустрация[:nl]Frustratie[:sr]Фрустрација[:el]Απογοήτευση[:], [:en]Communication[:bg]Общуване[:nl]Communicatie[:sr]Комуникација[:el]Επικοινωνία[:], [:en]Concentration[:bg]Концентрация[:nl]Concentratie[:sr]Концентрација[:el]Συγκέντρωση[:], [:en]Challenging behaviour[:bg]Предизвикателно поведение[:nl]Uitdagend gedrag[:sr]Изазовно поношање[:el]Προκλητική συμπεριφορά[:], [:en]Hyperactivity[:bg]Хиперактивност[:nl]Hyperactiviteit[:sr]Хиперактивност[:el]Υπερκινητικότητα[:], [:en]Prerumble and Meltdown moments[:bg]Предкризисни и кризисни епизоди[:nl]Prematuur en Meltdown momenten[:sr]Моменти почетка проблема[:el]Στιγμές πριν την κατάρρευση και στιγμές κατάρρευσης[:]