Children With Autism Spectrum Disorders In School

Djeca s poremećajima iz autističnog spektra, koju obilježava specifično funkcioniranje na području komunikacije, socijalnih odnosa te interesa i ponašanja, u sklopu se inkluzivne prakse upisuju u redovne odgojno-obrazovne ustanove, gdje odgovornost za njihov napredak preuzimaju učitelji, koji surađuju s pomoćnicima u nastavi, drugim učiteljima, stručnim suradnicima škole, ali i s roditeljima učenika. U ovom se radu stoga govori o postupcima prilagodbe pristupa koje učitelji trebaju osigurati učenicima s autizmom kako bi oni mogli uspješno sudjelovati u nastavnom procesu i razvijati svoje sposobnosti, a predstavljaju se i novija istraživanja o praksi uključivanja ovih učenika u redovni školski sustav. Spomenuta istraživanja donose brojne izazove s kojima se pri inkluziji učenika s autizmom nose učitelji, pomoćnici u nastavi, stručni suradnici i roditelji, a od kojih su neki nedostupnost dodatnog obrazovanja, manjak financijskih sredstava za nabavu učeniku potrebne opreme i pomagala te pojavljivanje konflikata uslijed nedovoljne međusobne komunikacije. Stavovi su ovih djelatnika i roditelja prema inkluziji djece s poremećajima iz autističnog spektra međutim uglavnom pozitivni, što su jako dobri rezultati budući da upravo stavovi određuju učinkovitost rada s djecom, a samim time i uspješnost inkluzije. Stavovi učenika bez teškoća pokazali su se pozitivnijima naspram tipičnih učenika nego prema učenicima s autizmom, no pravilnim informiranjem i poticanjem na interakciju s ovim učenicima njihovi se stavovi mogu promijeniti. Da bi se, dakle, djeca s poremećajima iz autističnog spektra mogla potpuno uključiti u redovne škole, potrebno je da se učiteljima i ostalim stručnim djelatnicima omogući pristup svim resursima koje takva inkluzija zahtijeva te da se potiče stvaranje pozitivnih stavova svih aktera učenikova obrazovanja.Children with autism spectrum disorders, who are characterised by specific communication and social functioning, interests and behaviours, as part of an inclusive practice get enrolled in mainstream schools, where teachers, in collaboration with learning support assistants, other teachers, school specialists and students' parents, take responsibility for their progress. In this paper are therefore discussed approach adjustments teachers have to make sure that students with autism get so that they are able to successfully participate in the learning process and develop their abilities, but the recent research concerning inclusion of these students in the regular school system is also presented. Said research report about numerous challenges regarding inclusion of children with autism the teachers, learning support assistants, school specialists and parents are faced with, some of them being unavailability of further training, lack of financial resources intended for the purchase of the equipment and tools that the student needs and conflict escalation caused by insufficient communication. The attitudes of before mentioned experts and parents towards the inclusion of children with autism spectrum disorders are mainly positive, which is very good because the attitudes determine the effectiveness of working with children, thereby determining inclusion success. Attitudes of students without disabilities were shown to be more positive towards typical students than towards students with autism, but giving proper information and encouraging the interaction with these students can change their attitudes. For children with autism spectrum disorders to be able to be completely included in mainstream schools, it is necessary that teachers and other experts are granted access to all the resources that this type of inclusion requires and that the formation of positive attitudes of all of the student's education participants is encouraged