Preparation of an Autistic Child for School

Abstract

S u m m a r yThe aim of this paper is to present new opportunities of the individualized kindergarten teachers' approach in the preparation of an autistic child for school. The paper presents a case of an autistic child who, in addition to receiving individual psychotherapy treatment, was worked with individually by two kindergarten teachers to realise school preparation program. Through the implementation of the program, which was primarily based on the development of affective communication in a dyadic relationship with the autistic child, there were positive results in the child's affective attachment to the kindergarten teachers. These changes helped the child to adopt basic graphical motor skills, naming and social speech, and enabled him to attend regular elementary school. This article can be a stimulus to many other such approaches in the preparation of autistic children for their regular elementary education.

Autizam i samopercepcija znanja pomoćnika u nastavi

“…Smatra se globalnim razvojnim poremećajem koji se može javiti već u prvim godinama života i trajati cijeli život (Bujas-Petković, 1995). Većinom roditelji, već nakon rođenja djeteta, zapažaju atipična ponašanja i poteškoće s kojima se ono suočava, no do postavljanja ispravne dijagnoze zna proći i nekoliko godina što uvelike utječe na obiteljsku strukturu i kvalitetu života, prvenstveno djeteta, ali i njegovih roditelja (Špelić i Košeto, 2012). Poteškoće s kojima se suočava dijete s autizmom i njegova obitelj nastavljaju se i kasnije, pri ulasku u odgojno-obrazovni sustav.…”

“…Osiguravanje potpore pomoćnika u nastavi jedan je od oblika prilagodbe individualnim potrebama učenika, čiji je cilj izjednačavanje mogućnosti svih učenika. Prema Pravilniku o pomoćnicima u nastavi i stručnim komunikacijskim posrednicima (2018), pomoćnik u nastavi definira se kao "osoba koja pruža neposrednu potporu učeniku tijekom odgojno-obrazovnoga procesa u zadacima koji zahtijevaju komunikacijsku, senzornu i motoričku aktivnost učenika, u kretanju, pri uzimanju hrane i pića, u obavljanju Košeto, 2012). The difficulties faced by a child with autism and his family continue later on, when the child enters the educational system.…”