In the present paper, the method of self-observation is examined as the basis for the pedagogy of special educational interventions in people with Autism Spectrum Disorders (ASD) (American Psychiatric Association, 2013). This is part of the informal pedagogical assessment that parents attempt as co-educators but also philologists as intervening educators in order to understand children with autism. The main work case explores the dynamics of pedagogical self-observation in a specific case study from Truffaut's French film, "The Wild Child" (Itard, 1990). The methodology of observing the special educational needs with emphasis on ADS is applied according to the pedagogical tool, the Targeted Individual Structured Integration Program of Special Education and Training (TISIPSET) (Drossinou-Korea, 2017). The results present data from the interactive relationship during homeschooling between the educator and physician Itard, who has adopted and educates Victor "The Wild Child." The observations and self-observations recorded confirm the difficulties of understanding childhood autism.

This paper deals with the factors of reading and behaviors skills by the teaching of language courses to students with Attention Deficit Hyperactivity Disorder (ADHD) in the pandemic period covid-19. Methodologically, in parallel with the bibliographical study, used the pedagogical tool, which is referred to the Targeted Individual Structured and Integrated Program for Students with Special Educational needs (TISIPfSEN), in south region of Peloponnese to 15 boys on average 13,8 years old. The students’ reading behavior was recorded in manuscript and electronically protocols via mobile phone according the special education and training (SET). In addition, the views of those involved (19 parents, 28 teachers and 38 adults who work in the five educational care additional study centers) were sought with short questionnaires. The data were analyzed according the fundamental scientific knowledge.

During recent decades, one of education's most important issues is the idea of inclusion regarding the students' full participation to the mutual school environment. In addition, in the international scientific bibliography, it is stated that children with Intellectual Disability (ID) can integrate socially at school. However, the social benefits of inclusive education cannot always be reached. Studies have shown that just putting students with ID in a common school is not always adequate, as their social abilities are insufficient and because of that interventions are required.In this paper, we will examine school inclusion of students with ID having in mind that it is connected firstly to the modification of educational techniques using a Targeted, Individual, Structured, Integrated Program for Students with Special Educational Needs (TISIPfSENs). We will focus to the enhancement of their social skills facing school as one of their educational areas inside the community. The results showed that educational interventions that are focused on the enforcement of social skills are a basic priority for the inclusion of students with ID inside the school community.

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