| Abstract [eng] |
The paper performs a theoretical analysis of cognition and education of children with autistic spectrum disorders, role of environment in their education, assistance for parents, preparation of specialists for the work and collaboration between specialists and families, which allowed systematizing the data and highlighting the main aspects that determine education of such pre-school children. The subject of the Master Thesis - cognition of autistic pre-school children based on assessment of specialists and parents; the aim of the research - to reveal the possibilities of cognition of the autistic pre-school children based on assessment of specialists and parents and vocational preparation of the specialists. The research was performed by the method of qualitative research by applying the principle of triangulation - the data about the research subject were collected from various information sources. The aim of a questionnaire survey - to ascertain functional peculiarities of autistic children based on the assessments of parents and specialists. During the interview, when interviewing specialists-experts, we sought to clarify the essential aspects related to the education of such children in the preschool age. The assessment of autistic children behaviour was performed by applying a scale of functional behaviour. An analysis of secondary data was performed in pursuance of the ascertainment of the specialists' preparation for the work with autistic pre-school children. We applied the methods of theoretical (analysis of scientific literature, document analysis) and the empirical (questionnaires, comparative data analysis, analysis of secondary data) research. Parents (N=7) growing autistic children; specialists (N=7) working with the same children (three of them participated in more exhaustive oral interview); specialists (N=60) working with early age and pre-school age children (analysis of vocational preparation data and analysis of secondary documents); autistic children (N=2) (assessment of functional behaviour; the assessment was done by the specialists working with these children) participated in the research. The empirical part of the Master Thesis dealt with the functioning peculiarities of autistic children based on the assessments of specialists and parents, analysed preparation of specialists for work with the pre-school autistic children, and assessed the functional behaviour of these children. The main conclusions of the empirical research: 1. Upon the analysis of the scientific literature related to the education of autistic children and the assistance to their families, it emerged that in pursuance of the assistance for growing the child single-mindedly, it was necessary to ensure an appropriate social and psychological assistance and encourage socialisation of the child. It was especially important to provide integrative assistance to the families, when assessing and educating the autistic children and providing assistance to the families. 2. On the grounds of the parents' assessment, their children lack for autonomy and self-regulation skills, they characterize by communication difficulties that hamper the parents and other family members to understand the needs of the child. According to the parents, socialisation of their children is limited by the frequent anger attacks. The parents emphasize that in the course of growing of the autistic child, they need help from relatives and family members. The research has ascertained the need of the parents that the work with their child would be performed individually considering the problems and needs of their child. 3. Based on the assessment of specialists, the autistic children under education lack for independence, self-service skills, confidence in the people round about, especially strangers, they characterize by anger attacks and lack for self-defence. The research results showed that difficulties of communication, even with the members of their families, were typical for the children. According to the specialists, the parents of the children under research understand their children only partially and experience emotional difficulties. Therefore, not only financial, but also social and psychological assistance is important for them. 4. The comparison of the specialists' and the parents' assessments of the child's functional peculiarities showed that in many aspects their opinions were concurrent, however, there emerged some differences related to assistance to the child. The essential need of the parents was an individual help for their child, and the specialists considered that the very parents had to be interested in new educational trends. Both specialists and parents sought for collaboration implementing the educational goals set. 5. The content analysis of the interview with specialists- experts showed that the specialists working with autistic children received help, consultancy and recommendations from the specialists of Child's Development Centre and Pedagogical Psychological Service. 6. The analysis of the results of functional behaviour assessment revealed that the children's behaviour and communication, the methods of their appeasement, the training of communication with others by symbols, gestures, pictures and the daily routine were scantily dependent on the child's age. The work of specialists was determined by individual child's needs and characteristics. 7. The analysis of the research data allows stating that the appropriate preparation of the specialists for the work with pre-school children with special educational needs related to autism ensures the quality of these children education and assistance to their families. Key words: autism; children with autistic spectrum disorders; collaboration; special educational needs. |
