The Education of children with autistic perception is a special education task regardless of the particular type of school attended. An ongoing formal and informal evaluation of the learning achievement through appropriate methods and systematic observation are vital to ensuring an optimal adaption of the subject matter.
The special educational need for action arises from the altered development and living conditions of people with autism and becomes especially evident in the following areas:
- The learning of socially appropriate behavior and relationships.
- The development and differentiation of verbal and nonverbal forms of communication through utilization of the positive effects of facilitated communication.
- The support of curiosity-oriented behavior and development of appropriate forms of action toward the social environment.
- Deliberate action-planning,-management and -implementation.
So far, in respect to practical teaching work, no sole didactic-methodological approach is known being considered to be effective for the whole spectrum of students with autism symptom disorders. Rather, the motorical skills, psycho-motorical capabilities, cognitive abilities, and socio-emotional development of each student with autism must be supported and encouraged with a high degree of individualization and person-oriented learning objective differentiation.
Methodological-didactic openness, a continuous interdisciplinary diagnostic process as well as the consideration of the principles of capability, skill and knowledge orientation are key factors when it comes to the planning and implementation of classes.
It is of great relevance not to adapt the students, who often learn with very individual techniques and modes of communication, to a teacher-directed, passive learning model, but to allow them to active participate, pertinent to their attained level of development, in the substantive, structural, and qualitative composition of the class.
Educational prerequisite for these didactic directives is an in-depth professional qualification of those educators who are involved in the long-term education, support and supervision of autistic children.
For most children with autistic perception within the special needs education the temporal, spatial and personal continuity and consistency as well as a multi-disciplinary advancement plan are essential conditions for the individual students’ learning progress.
As a consequence schools are confronted with a series of special planning and organizational tasks. The primary objective is to provide the best possible educational environment for the individual student with autistic perception.autism, child, children, education, school