THE INTEGRATIVE ASPECT OF STUDENTS’ INCLUSION IN THE AUTISTIC SPECTRUM ON THE EXAMPLE OF GREEK SCHOOLS
The inclusion of people with autism is a contentious issue and a challenge for all teachers and community of special education at the international and local level. Although the disability movement has a history of four decades, legislation on the inclusion of people with autism began only a decade ago in some countries and the number of these children in public schools is steadily rising. The integrative aspect of students’ inclusion in the autistic spectrum on the example of Greek schools has been outlined in the article. It has been shown that the inclusion of children with autism remains a matter of controversy. The main conditions for the success of children’s integration into the autism spectrum has been analyzed in the given research. The success of a program for students' inclusion in the autism spectrum is closely linked to the application of specific criteria, which refer to the knowledge and attitudes of all teachers, the preparation of children in general schools and children with autism, communication between teachers, close school-family communication, appropriate teaching adaptations and continuous evaluation of integration practices. In the field of the autistic spectrum, it has been generally accepted that integration, despite its inherent advantages, is not suitable for all students with autism. It has been noted that an important part of teaching in this area should be about the child's ability to begin contact with other children on his own initiative and his ability to respond to the efforts of peers. Successful educational interventions for the development of social skills in children with autism are numerous and cover the full range of autism. A scientific study has been found that implementing a behavioraltype integration program for a child with preschool autism increased communication initiative, responding to other people’s communication initiatives, and building a girl’s constructive participation through the use of prompting, positive reinforcement, and individual lesson in another place. In addition, educating a student with Asperger’s Syndrome in self-management facilitated the learning of academic and social skills and the reduction of behavioral problems in the general school classroom.
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