The goal of the special program is to offer to the students appropriate education content. The following goal is to stabilize the student’s behavior with therapy procedures. Both goals, the adaptation and education goals, are equally important. One nourishes the child’s behavior, the child’s psychical and emotional stability, while the other nourishes the adoption of skills and habits that are indispensable in the everyday life of a young person with autistic disorder. It is necessary to consider the harmony between mental,
Programs for upbringing and education groups
emotional and social development, so as to guide the child towards their best level of functioning. Education goals set too high and that are incomprehensible to the child, as well as insisting upon unsuitable tasks, may result in behavioral difficulties: outbreaks of aggression towards the teacher or other children, as well as destruction. We will approach by perceiving them according to their development perspective and gently push them forward without forcing independence. It is the serious task of the defectologist to determine the task dose,
how to interchange periods of activity with periods of relaxation. Here it is necessary to know the characteristics of autistic disorder, as well as the great individual differences that arise from person to person.
For instance, insufficient tasks and too much free time may also result in aggression or aggression towards oneself. The persons that care for and work with students with autism have a very big responsibility.
Visual and surrounding support program
In working with children that have undeveloped speech there is a system of picture cards, communication boards, a system of cards with words and concepts, and, rarely, sign language. In working with children with developed speech, the goals are to raise it to levels of communication and social competency.
Social relations include improving levels of social attention and social comprehension, encouraging interaction, adopting new social interaction skills, as well as understanding rules and behavioral norms. The prevention and mitigation of undesirable forms of behavior (aggression, aggression towards one self, stereotypes, rituals, hyperactivity). The program maximally adopts the environment to the specific needs of the child with autism and in this way evades circumstances that are the causes of undesirable behavior.
The student and their environment
Give the student a new visual, emotional and educational experience and encourage socially acceptable behavior in public places.
The emphasis is on developing appropriate work habits and models of behavior before adopting specific work skills.
Development of psych-motor skills
Specific methods and means are used to influence personality transformation with the purpose to reach the optimal psychosomatic status in autistic children. Particular emphasis is placed on developing sensory integration. Tasks: creating an image of oneself with the task of developing consciousness of one’s own body, body parts and their functions, coordination exercises, static and dynamic balance and exercises for fine hand motor skills.
It is necessary to determine the level of autonomy and then keenly determine the status of the child’s abilities. The program of exercises of fine motor skills include lessons on self-care (dressing, undressing, feeding, personal hygiene).
Physical and health education
The goal of physical and health education is to use physical exercises and natural factors to affect the child’s optimal upbringing and psychosomatic development.
Music is weaved into all of the child’s activities and it is often the foundation of the child’s other forms of creative expression. It relates to listening to music content, learning simple children’s songs, encouraging children’s musical expression through playing percussions or the xylophone, encouraging games of combining vowels and consonants (a, a, ta, ta), using music content to develop auditory perception, mimic sounds and nature noises in various games.
Playing with water, drawing with palms and fingers on big sheets of paper, modelling with play-Doh, dough, clay, activities such as putting together, sequencing, constructing, deconstructing and arranging different shapes, esthetically shaping space.