| Abstract [eng] |
Relevance and problem of the study. The scientific literature from abroad mainly focuses on the social-emotional skills deficits of people with autism spectrum disorder and on the development of social-emotional skills oriented towards the difficulties experienced. In Lithuania, only a few authors have analyzed the social-emotional skills of these pupils, which makes it particularly relevant to analyze the following problematic questions: what are the strengths of the social-emotional skills of pupils with an autism spectrum disorder? What are the strategies for the development of social-emotional skills in these pupils based on a strengths perspective? What are the positive aspects of a strengths-based, student-centered social-emotional skills education for these pupils? The object of the study is social-emotional skills development strategies for students with autism spectrum disorder. The aim of the study is to reveal the strategies of social-emotional skills development for students with autism spectrum disorder. Objectives: 1. To analyze the concept of social-emotional skills based on the scientific literature and to reveal the development of social-emotional skills in students with autism spectrum disorder and the strategies for the development of social-emotional skills based on the strengths perspective. 2. To identify the strengths and challenges of social-emotional skills of students with autism spectrum disorder through qualitative research (case study). 3. To explore the possibilities of developing the social-emotional skills of a pupil with autism spectrum disorder by modelling an individual social-emotional skills development plan based on the pupil's strengths and organizing a pupil-centered education. 4. To analyze, through group discussion, the strategies for the development of social-emotional skills of a student with autism spectrum disorder. Research methodology, methods and sample. The chosen strategy of the research was a qualitative research strategy and a case study based on the paradigms of social constructivism and the strengths perspective. Research methods: theoretical (theoretical analysis), empirical (document analysis, semi-structured interviews, group discussion, quantitative content analysis, qualitative content analysis). The research sample was drawn using purposive sampling of representative cases. The 11 participants in the study are participants in the educational process of the student selected for the case study. Results of the research. The strategies of social-emotional skills development based on the strengths perspective are equal participation and cooperation of parents and teachers, complexity of targeted support for the pupil, positive value attitudes of teachers towards the pupil, monitoring and evaluation of the pupil's progress and the effectiveness of education. Keywords: autism spectrum disorder, social-emotional skills, strategies. |
