INDIVIDUALIZED TEACHING STRATEGIES FOR YOUNGER SCHOOLCHILDREN WITH AUTISM SPECTRUM DISORDERS AS AN EDUCATIONAL INNOVATION OF THE 21ST CENTURY
DOI:
https://doi.org/10.31110/2616-650X-vol14i5-021Keywords:
individual learning strategies, younger schoolchildren, autism spectrum disorders, education, innovation, inclusion, primary schoolAbstract
The problem of early childhood autism as a widespread phenomenon in global psychological and pedagogical practice has been highlighted. Statistical data and results of modern research in the field of primary and special education are presented.
The purpose of the article is to provide a theoretical justification for individual teaching strategies for primary school children with autism spectrum disorders as an educational innovation of the 21st century.
In the course of developing the problem of implementing individual learning strategies for primary school children with ASD as an educational innovation of the 21st century, a set of theoretical methods of scientific and pedagogical research was applied, such as: studying and analyzing scientific literature, regulatory documents, and statistical data to clarify the state of the selected problem in modern theory of primary and special education; concretization, inductive method to determine the essence of key concepts, development of individual learning strategies for primary school children with ASD; generalization, systematization to formulate discussion points and conclusions based on the results of scientific research.
The results of psychological and pedagogical studies were evaluated, and typical mistakes made in the process of interaction between parents and teachers with children with ASD were identified. Examples of individual teaching strategies for younger schoolchildren with ASD and rules for implementing these strategies are provided.
Conclusions. It was concluded that individual learning strategies for younger schoolchildren with ASD can significantly reduce the manifestations of autism and establish positive emotional contact between children and parents, stimulate the interest of children with ASD in the surrounding world, their activity and desire to interact, reduce episodes of self-aggression, external aggression, and negativism, and improve speech development.
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