Distance Education for Students with Autism Spectrum Disorders

Natalija F. Kocjančič
[email protected]
Zavod RS za šolstvo

Povzetek

Prispevek govori o značilnostih učencev z avtizmom, ki potrebujejo poseben pristop tudi pri vzgoji in izobraževanju. Njihov način komunikacije se razlikuje od nevrotipičnih oseb, zato je z njimi potrebno vzpostaviti »medkulturni dialog« Ker je sporazumevalni jezik zanje zelo težak, se lažje orientirajo v slikah. Vsakodnevno funkcioniranje je zanje zelo stresno, zato se velikokrat raje umaknejo v »svoj svet« kjer se počutijo varne. Glede na njihove posebne potrebe morajo šole in učitelji zagotoviti primerne pogoje za učinkovito funkcioniranje in izkoristek vseh njihovih močnih področij, ki jim pomagajo, da lahko pridobijo pozitivno samopodobo. Zelo pomembna je natančna struktura dela,  jasna in nedvoumna navodila. Uporaba slikovnega gradiva omogoča lažje razumevanje snovi, saj imajo učenci boljšo predstavo v slikah, npr. primeri na otip, slikovni primeri, različna elektronska gradiva, video posnetki,.. Velikokrat pa je primerno tudi delo na daljavo. Učenec se lahko zaradi prevelike koncentracije stresnih situacij za nekaj časa umakne v svoje domače okolje in z učiteljem komunicira po elektronski pošti, v spletni učilnici inp. Pri tem mora učitelj veliko pozornost nameniti sestavi navodil in nalog.
Namen prispevka je ozaveščanje vseh pedagoških delavcev o pomembnosti uporabe ustreznih strategij dela za zagotavljanje nujno potrebne primerne in kvalitetne vzgoje in izobraževanja oseb z motnjami avtističnega spektra. Zato učitelji potrebujejo dodatno strokovno znanje, ki jim pomaga, da uspešno izpeljejo celoten pedagoški proces (motivacija, razlaga, preverjanje in ocenjevanje).

Ključne besede: razvojna motnja, strategije dela, medkulturni dialog, močna področja, primanjkljaji

Abstract

The article focuses on characteristics of students with autism who need of a special approach in education. Their ways of communication are different from those of neurotypical person – we need to establish “intercultural dialog”. Language as a way of communicating is very difficult for children with autism; they perform better when dealing with images, pictures. Everyday group dynamics are very stressful for them and they often escape to their own world, where they feel safe. Schools and teachers must provide suitable conditions for children with special needs to enable them normal and effective functioning and help them achieve full potential in their strong areas which reflects positively on self-image of these children. A detailed structure is very important, as well as clear and unambiguous instructions. The use of visual materials makes it easier to understand the information, students imagine things better if they can see or touch them, use electronic and video materials, etc. A method that often proves very suitable is distance learning. When stressful situations become too overwhelming, a student can retreat into his home environment and communicate with his teacher via e-mail, internet classroom. In this form of teaching, a teacher must pay great attention to preparation of instructions and exercises.  
The purpose of this article is to raise awareness among pedagogical workers on the importance of the right work strategies and techniques to enable quality education to children with ASD. In order to achieve that, teachers need to acquire additional professional knowledge that can help them successfully execute the whole pedagogical process (motivation, explanation, examination and evaluation).  

Key words: developmental disability, work strategies, intercultural dialog, strong areas, deficits.