| Abstract [eng] |
There is a rapid increase in the number of children with autism spectrum disorders in the world. These indicators have been increasing for two decades. Students with this disorder face various challenges caused by emotional, cognitive, sensory and cognitive deviations. Children with autism spectrum disorders also face integration difficulties in educational institutions, including primary schools. In elementary schools, children with autism spectrum disorders need additional external help, so it becomes important to ensure inclusive education so that every child with special educational needs is admitted to the nearest educational institution and receives quality educational services. The work examines the provision of learning support in elementary school for children with autism spectrum disorders. The work aims to reveal the features of learning support for children with autism spectrum disorders in elementary school. The theoretical part examines the theoretical assumptions of learning support for children with autism spectrum disorders at school, analyzes the peculiarities of learning of children with autism spectrum disorders in primary schools, and the methods of providing support in primary schools. Based on the results of the theoretical analysis, a theoretical model of learning support for children with autism spectrum disorders was created. Based on the results of the qualitative research, it was determined that students with autism spectrum disorders have various characteristics that can lead to a more complicated process of providing learning support. Support for these students must include both an academic and an integrative context. Specialists, teachers, teaching assistants, parents or guardians become the most important entities in providing learning support. The effectiveness of providing learning support is greatly influenced by the formation of the academic environment, which includes structuring, appropriate tools, an active school community, its inclusion and support. Targeted learning support must include appropriate forms, methods and means of providing support. It is extremely important that the results of the learning support provided are constantly monitored and evaluated. To date, there are various difficulties that limit the effectiveness of the learning support provided. These difficulties are related to the environment, the characteristics of the child and the personal factors of the educators. |
