Prethodno priopćenje
https://doi.org/10.47960/2303-7431.26.2021.131
THE ROLE OF EXPERT ASSOCIATES IN PLANNING AND REALIZATION OF THE PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN MONTENEGRO
Tamara Milić
orcid.org/0000-0002-4407-7048
; Ministarstvo prosvjete, nauke, kulture i sporta Crne Gore
Sažetak
In this paper, we imply the role and influence of expert associates on
the development and application of educational programs for children
with autism spectrum disorders. The research sought to determine the
extent to which professionals know the characteristics of autism, use
appropriate methods of work and on this basis propose developmental
and program goals, measures and areas for work and monitoring the
achievements of a child with autism. We used the focus group method
as a semi-structured instrument conducted by regions. There were a total
of 43 respondents: special educators and rehabilitators, psychologists
and pedagogues. The paper deals with the fact that school associates
work on approaches based on visualization, organization, design, focus,
purposefulness, and functionality are applied to children with autism.
The basis of the work is the Individual Developmental-Educational Program
(IDEP), which sets educational and developmental goals for each
child. We found that in Montenegro the level of knowledge among professionals
varies in relation to the methods of working with a child with
autism spectrum disorders. Speech therapists are somewhat more able
to recognize the needs and organize an appropriate approach, special
educators are in transition from the paradigm of special to inclusive
education, psychologists, pedagogues are not familiar with the characteristics
and procedures of working with children with autism spectrum
disorders. They identify important development and program goals insufficiently,
the focus is on the role of speech therapists and less attention
is given to resource experts. Based on the findings it is reccommended
that a general framework for autism be developed. Conceptual
solutions are oriented towards early learning, primary education and
vocational training. Individual program focuses on developmental areas:
communication, interaction, behavior, and independence. Then, evaluation
indicators should monitor whether the child is being worked with
on the basis of adjustments, visual instructions, structure and positive
approach, level of communication development...
Ključne riječi
inclusive education; children with autism spectrum disorders; curriculum; individual program
Hrčak ID:
279963
URI
Datum izdavanja:
23.6.2022.
Posjeta: 675 *