Programs for upbringing and education groups

Programs for upbringing and education groups

The goal of the special program is to offer students appropriate educational content and to stabilize student behavior with therapeutic procedures. Both goals are equally important. One takes care of the child’s behavior, his mental and emotional stability, and the other takes care of the acquisition of skills and habits necessary in the daily life of students on the autism spectrum. It is necessary to take care of harmonious mental, emotional and social development and guide the student in his best level of functioning.

Educational goals that are too high and incomprehensible for students and insisting on inappropriate tasks can result in behavioral difficulties: outbursts of aggression towards the teacher or other students or destructiveness. We will approach them with regard to their development perspective. The educational rehabilitator has a serious task of how to recognize motivators for a child and apply them in the teaching process, how to dose tasks, how to alternate periods of activity and relaxation. It is important to know the

characteristics of autism as well as the large individual differences that occur between individuals. For example, lack of tasks, too much free time can also lead to challenging behaviors. Therefore, there is a great responsibility on people who teach students with autism spectrum disorder.

Visual and surrounding support program

For students with underdeveloped speech, a system of picture cards, a communication board, a system of cards with words and concepts and less often sign language is used. For people with developed speech, the goals are raised to the level of communication and social competence. Lately, both low- and high-tech digital tools and communicators are being used more and more often.

Social relations

Social relations include raising the level of social attention and social understanding, encouraging interactions, acquiring new social interaction skills and understanding the rules and norms of behavior. Monitoring and understanding of challenging forms of behavior (aggression, autoaggression, stereotypies, ritualism, hyperactivity) makes it possible to create an effective program that implements both prevention and precisely determines what and how to act in the event that undesirable behavior does occur.

The student and their environment

It is important to provide students with a new visual, sensory and educational experience and encourage socially acceptable behavior in public places.

Working education

The emphasis is on developing appropriate work habits in the everyday living environment and behavioral models before adopting specific work skills.

Development of psych-motor skills

The use of specific methods and means affects the transformation of abilities in terms of achieving the optimal psychosomatic status of students with autism spectrum disorder. Special emphasis is placed on the development of sensory integration.

Tasks: creating an image of oneself with the task of developing awareness of one’s own body, its parts and the function of its parts, exercises of coordination, static and dynamic balance, exercises of fine motor skills of the hands.


It is necessary to determine the level of autonomy, that is, the students’ existing skills and abilities. At the same time, the program of fine motor exercises includes 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 influence the optimal upbringing and psychosomatic development of the child.

Developing creativity

Music is woven into all the child’s activities and is often the basis for other forms of the child’s creative expression. It refers to listening to musical content, learning simple nursery rhymes, encouraging children’s musical expression by playing percussion or xylophone, encouraging play with a combination of vowels and consonants (a, a, ta, ta), using musical content to develop auditory perception, imitating sounds and noises from nature in different games.


Art activities: water games, palm and finger painting on large sheets of paper, modeling with plasticine, dough, clay, activities of stacking, stringing, assembling, disassembling and arranging different shapes, aesthetic design of space are used in everyday activities within the school environment.