The project for development of comprehensive support for children with ASD in Russia

Алехина, С В

doi:10.17759/autdd.2015130201

Cited by 5 publications

(2 citation statements)

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“…Inclusive education is a fundamentally new system where pupils and teachers work on a common goal -affordable and quality education for all children without exception (Alekhina, 2015;Suralaga et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Perspectives and Problems of Inclusion Education in Kazakhstan during Covid 19

Gabdrakhmanova

Turetayeva

Doszhanova

2020

JESET

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The XXI century is characterized by the understanding that only individual self-realization is the primary goal of any social development. These changes in public consciousness have caused the emergence of a new paradigm of education based on approaches and concepts developed by modern practice. This includes the idea of "inclusive education." Inclusive education in Kazakhstan is in the formation process, therefore, establishing a system of inclusive education requires a solution at the state level. Coupled with the global pandemic which has affected every person especially the most vulnerable kids, the State Program for the Development of Education and Science in the Republic of Kazakhstan for 2020-2025 raises an urgent problem of developing inclusive education. This study conducted a survey using an online poll with participants who are parents of kids with special needs. We asked what kind of challenges they met during Covid 19 pandemic time. Respondents ranked the following topics as the most complicated: lack of funding and resources reduced effectiveness of the educational staff training system, unregulated management and legislative framework, weak coordination of external services, and insufficient participation of the public and private sectors. The results of the research demonstrated that very few schoolchildren with special educational needs receive quality inclusive education. Keywords: Covid 19; inclusive education; special needs, parents.

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Section: Discussionmentioning

confidence: 99%

Perspectives and Problems of Inclusion Education in Kazakhstan during Covid 19

Gabdrakhmanova

Turetayeva

Doszhanova

2020

JESET

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“…In such a scenario not only the person with autism is excluded from the society, but his or her caregivers are obliged to spend most of their time and other resources to supervise and nurture him or her as well (Montes, Cianca, 2014) But the need for support is high not only for individuals with LFA. Persons with HFA often meet challenges in different aspects of their everyday life, mostly in social situations (Tantam, 1991), as they usually possess an impaired ability to comprehend nonverbal components of communication, such as gestures and facial expressions (Amenta et al, 2014), and figures of speech (Rundbldad, Annaz, 2010). Altered sensory perception, particularly hypersensitivity which is quite common to people with autism regardless their intellectual development, also impedes the quality of everyday life (Uljarevic, 2017).…”

Section: Introductionmentioning

confidence: 99%

Achievements and Challenges of Autism Support System in Russia: A Multidimensional Stakeholder Survey

2020

European Journal of Contemporary Education

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Autism spectrum disorder (ASD) is among the most common developmental disorders of great social significance. Adequate intervention can increase socialization of autistic individuals, both increasing their quality of life and decreasing financial burden. Initiatives to introduce modern standards of autism treatment and education in Russia were launched several years ago; unfortunately, there is little information on the perceived problems and barriers, which may hinder further development of autism support system. This paper presents the results of a stakeholder survey including both service receivers (parents of children with ASD) and service providers (professionals working with ASD children) from different regions of Russia. The study reveals that the quality of specialized services related to autism treatment is assessed much higher than the quality of inclusive education and accessibility of general education and other general services available to children and adults with ASD, highlighting the importance of implementing an interdepartmental system providing continuous support to people with ASD and facilitating their inclusion and social integration. The results also show that general attitude to distant diagnostics and education, on par to the estimates of quality of services related to distant education, are lower in non-capital regions, where the need for such services is higher due to lower accessibility of person-to person services. The present study may be of use both for professionals in autism treatment and education, and for the specialists who may encounter persons with autism once in a while, as it brings a detailed estimation of several aspects of autism support both through the eyes of support receivers and providers.

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Organization of Psychological, Medical and Social Support for Children and Adolescents with ASD in Algeria: Methodological Basics and Techniques

Vlasova

2018

Autism and Developmental Disorders

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Active work on the establishing of psychological, medical and social support for children and adolescents with autism spectrum disorders in the state of Algeria began two decades ago. The issues of infrastructure organization, staff training and choice of techniques for work with children and adolescents with autism are considered. The practice of the capital day hospital is described in detail, as well as the issues of specialists and parents education and training to help children with autism. The training of mothers of children with autism, the activity of co-therapists and the basics of the TEACCH program has made it possible to achieve notable successes in the development of the cognitive sphere of their children. To be continued in the following issues

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The project for development of comprehensive support for children with ASD in Russia

Cited by 5 publications

References 0 publications

Perspectives and Problems of Inclusion Education in Kazakhstan during Covid 19

Perspectives and Problems of Inclusion Education in Kazakhstan during Covid 19

Achievements and Challenges of Autism Support System in Russia: A Multidimensional Stakeholder Survey

Organization of Psychological, Medical and Social Support for Children and Adolescents with ASD in Algeria: Methodological Basics and Techniques

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