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Autistic Family Education

Name of Good Practice: Autism Family Education Tags: Family education, autism, cohesion student, bep Good Practice Description: Figen Bedel-Ayten Çiftci You do not have to make a very detailed explanation. These explanations will be made in the following sections. We just write a paragraph summary stating what you intend to do with this application. The area where autistic students were communicating with schools was scanned, interviews were held with teachers of parents and autistic students. The mother education program was prepared, the need analysis forms were distributed and the necessary issues were identified. Family education was prepared as 14 session. Participants in the sessions included special education teachers, guide teachers, academics, educative mothers who had been educated with autistic mothers. Sessions were enriched with social activities and social sharing. Group dynamics, sharing, solidarity, communication, sincerity were held on the front and developed. Thanks to the education, positive effects and progress have been seen in the views and acceptance of families with autistic children. Progress has been made in communication, quality time span, activities that can be done, and awareness of autism. During the work, children participated in every session and activity with the parents, and their families were admitted and normalized. At the end of the work, the sharing and solidarity of the families with each other ...

Matching Colors

It is a fun activity to apply when the level of readiness is adjusted. The student tells the ponpon which he picks up and accumulates it in the appropriate section. When one cheering is finished, the other cheerleader goes through the same process.

Colorful fish

The students are asked to place colored fish in the color scale appropriate to the color scale. Students do this by coloring, grooming hand eye coordination develops fine muscle development, depending on the level of the student can be added to the color scale.

Developing personal autonomy

It is important to teach the children with autism the life skills to provide an independent life. Before starting self-service skills teaching program you need to determine whether the basic behaviors needed to help the child learn each skill and the necessary steps are acquired or must be taught. When setting goals, we must also take into account the average age at which typical developmental children manage to learn certain abilities. By the age of 6, a typical child should have acquired the majority of self-service skills, but each skill falls within a fairly wide chronological range, with environmental factors influencing the moment a child learns a particular ability.

Learning with salt game

Although many scientists define learning in different ways, learning in general defines "continuity as a result of experience as a relative behavioral change". Today there are many effective learning. But the common feature of almost all is that it is student-centered and based on learning by doing. The more channels are involved in presenting the information, the more options the child can offer to express what they learn, the more they will be interested, motivated and comfortable. It is aimed to play visual, auditory and kinesthetic channels through hand-eye co-ordination. In mathematics, it is aimed to teach numbers and simple operations in a fun way.

MY GARDEN

An adaptation to social life that children can practice in their daily life and a study in which they can gain independent living skills and responsibility

Magic Papers

Origami is the first game for the child. The purpose of a useful game is to educate beside your fun. Origami is an essential educational tool for the child as it is perceived as a game rather than a compulsory dersten. Origami is an example of learning schematics with repetitive actions. In addition, the aesthetic aspect of your work becomes important to the child. The child will intensify his attention to making the pre-recorded video object, watch the model, and listen and perform the instructions. It aims not only to learn that the child needs to be patient to reach the end, but also to communicate, to observe and cooperate with other people, to develop empathy.

: Working with autistic 6-years old child in an inclusive environment - Sredets Municipality Cildren Complex/ Kindergarten “Daga” - Debelt

The most important thing for the team from Kindergarten “Daga(Rainbow)" – Debelt, Sredets was to create an environment that’s supportive and tailored to the individual needs of the child to ensure inclusion in the group. As for adaptation of Alex(child with autism) in the “Daga(Rainbow)" KG - Debelt, it was crucial to build trust and cooperation between the family, the specialists and the teachers in the kindergarten. Practice has shown that when parents and teachers from the group are actively involved in the process of coordination and harmony between all sides, significant progress can be made in terms of the child’s progress. The child was assisted during group work to facilitate its inclusion in gaming, training and daily activities and aid the correction of unacceptable behavior, the development of new adaptive models, and the ease of communication. Depending on the needs of the child, the teachers with the resource teacher…

LEARNING TO STAY

It is an application designed to improve the skill of the hand and eye coordination for the student to acquire academic skills, to keep the pen correctly, to use, draw and write activities. Bee song was taught when this event was held. Summer came, Flowers opened, Bees always worked, Bee Viz Viz Viz, he rejoice.

Video scenario

Video modelling is a visual teaching method that occurs by watching a video of someone modelling a targeted behaviour or skill and then imitating the behaviour/ skill watched. It is one of the methods used to support teaching various skills to children and students with autism. The video modelling is a form of visualization and it helps children understand and successfully accomplish the task.

Process schemes

Process schemes is a visual support with a scenario created to compensate missing inner scenario of a child with autism. We can use process schemes to support: self care, hygiene, house work, food preparation, work skills. The aim of process schemes is achieving independence so the person does not rely on help of others. The aim of the process schemes is not detailed visualization of the process, but process schemes which maximize his/her independence in accomplishing the entire process.

Partners

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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