DIDACTIC-METODICAL ADAPTATION TO CHILDREN WITH AUTISM SPECTRUM DISORDERS IN PREESCHOOL

Poremećaji iz autističnog spektra su pervazivni razvojni poremećaji koji se kod djece javljaju oko druge do treće godine života. Oni predstavljaju poseban spoj poremećaja socijalnih interakcija, verbalne i neverbalne komunikacije te motoričkih smetnji zbog čega se i razlikuju od ostalih poremećaja koji su im slični. Kao tri ključne stvari koje su pokazatelji poremećaja iz spektra autizma možemo izdvojiti javljanje poremećaja u prve tri godine, problemi u komunikaciji i kognitivnom funkcioniranju te manjak socijalnih interakcija. Ono što nije karakteristično za djecu s ovim poremećajima, a javlja se kod nekih od njih je uspostavljanje tjelesnog kontakta i to na primjer u obliku škakljanja koje nekoj djeci s poremećajem odgovara. Za dijagnosticiranje ovih poremećaja prema Creakovoj nine-point ljestvici od 14 simptoma njih devet mora biti otkriveno. Prema istraživanjima sve je više djece s poremećajima iz spektra autizma pa je vrlo važna njihova inkluzija u vrtiće. Da bi inkluzija bila što bolja odgojitelji moraju prvo upoznati to dijete i njegove roditelje te okolinu u kojoj se dijete nalazi. Također moraju pripremiti djecu tipičnog razvoja na dolazak takve djece u grupu. Pošto niti jedno dijete s poremećajem iz spektra autizma nije isto odgojitelji moraju koristiti razne metode i programe za rad s njima. U svrhu ovog rada zbog toga je provedeno istraživanje kojim se htjelo ispitati o prihvaćanju takve djece te strategijama koje se koriste u radu s njima. Također se željelo vidjeti koje se prepreke javljaju kod uključivanja u predškolske ustanove i kako unaprijediti praksu iz perspektive odgojitelja. Analizom istraživanja dobiveno je kako su odgojitelji nedovoljno informirani o poremećajima iz spektra autizma pa su zbog toga potrebne promjene u obrazovanju odgojitelja kao i više prakse za rad s ovom djecom.Autism spectrum disorders are pervasive developmental disorders that occur in children around the age of two to three. They are a special combination of disorders of social interactions, verbal and non-verbal communication, and motor impairment, which makes them different from other disorders that are similar to them. The three key things that are indicators of autism spectrum disorders are the occurrence of disorders in the first three years, problems in communication and cognitive functioning, and lack of social interactions. What is not characteristic of children with these disorders, and some of them occur, is the establishment of physical contact, for example in the form of tickling that is appropriate for some children with the disorder. To diagnose these disorders according to Creak's nine-point scale of 14 symptoms, nine of them must be detected. According to research, there are more and more children with autism spectrum disorders, so their inclusion in kindergartens is very important. For inclusion to be as good as possible, educators must first get to know the child and his or her parents and the environment in which the child is present. They must also prepare children of typical development for the arrival of such children in the group. Since no child with autism spectrum disorder is the same, educators must use a variety of methods and programs to work with them. For the purpose of this paper, research was therefore conducted to examine the acceptance of such children and the strategies used to work with them. They also wanted to see what obstacles were encountered when joining preschools and how to improve the practice from an educator perspective. The analysis of the research shows that the educators are not sufficiently informed about the disorders in the autism spectrum and therefore changes in the education of the educators as well as more practices for working with these children are needed