| Abstract [eng] |
The Master’s Thesis analyzes the learning opportunities of children with Autism Spectrum Disorder (ASD) in Preschool Education. The relevance of the topic is determined by the implementation of Inclusive Education System in the Lithuanian Education System and the growing need to ensure that the individual needs of children are met in the educational process. The novelty of the study lies in the comprehensive analysis of the learning opportunities of children with ASD in Preschool Education by combining theoretical analysis and the practical experiences of educators. The object of the study is the learning opportunities of children with ASD in Preschool Education. The aim of the study is to reveal the learning opportunities of children with ASD in Preschool Education by analyzing the educational strategies and methods applied in the educational process. The objectyves of the study are: 1) to substantiate the theoretical aspects of the education of children with ASD in the context of Inclusive Education; 2) to substantiate the methodology for researching the learning opportunities of children with ASD in Preschool Education; 3) to identify educational strategies and methods used by educators when working with children with ASD in Preschool Education. The study employed a qualitative research strategy. Research data were collected using document analysis and semi-structured interviews. The research involved 10 educators working in Preschool Education Institutions and a Specialized Education Center. Qualitative Content Analysis was used to analyze the research data. The results of the study revealed that educators working with children with ASD, most frequently use visual aids, a clear daily routine, structured activities, individualized tasks, and strategies aimed responding to sensory needs. The findings showed that the methods and strategies applied by educators vary, and some educators reported a lack of specific knowledge and practical skills necessary for organizing the education of children with ASD. The document analysis revealed that institutional general provisions of Inclusive Education, while specific educational strategies and methods for children with ASD are only minimally detailed. The results of the study may be useful for improving educator training, professional development programs, and the development of more effective educational practices for children with ASD. |
