Recommendations for correctional-developing work with the child with autism and children with intellectual disabilities
Recommendations for correctional-developing work with the child with autism:
1. Sensory integration aimed at adapting the child to the surrounding world, because a child with autism isolates himself and separates from the world ("self-defense") – problems with processing sensory information (sound, smell, touch)
2. Customized and individual approach to training and education (requires a speech addressed specifically to the child in simple words, because a child with autism perceives it literally (associated with concrete thinking; the speech of these children is characterized by the "echolalia", so the educational process is based on compulsory demonstrations of action ("visual hint" display, sample) and repeated
3. Social adaptation aimed at the incorporation of a child with autism in the social situation of development (the development of adequate emotional reactions (requires additional information about the proper reactions in different situations; when you turn on the game with children's choir are suitable strictly structured games (with a clear beginning and end, simple rules) .
4. Correctional work aimed at the emotional-volitional sphere of the child with autism, because of the child's behavior in a given situation - this type of communication and the inability to Express in words the emotional state (lack of social skills of interacting) .
Recommendations for correctional-developing work with children with intellectual disabilities:
1. Correctional work on development of sensory and sensorimotor gnosis (the development of visual concentration and tracing behind object, to strengthening of a motility of eyes, formation of a concerted and coordinated movements of the eyes, head, hands, the development of visual differentiation, practical allocation of a form, size, color perception, discernment, mapping and memorizing colors) .
2. Correctional work on development of the properties of attention (stability); memory (visual-motor, auditory, visual) ; mental operations (analysis and synthesis).
3. The development and correction of visual-motor and spatial coordination of movements.
4. The development and correction of total, large, small and fine motor skills (massage techniques, tactile stimulation, and therapeutic exercises; work on the development of hands and practical action items, exercises, breathing exercises, speech therapy rhythms and finger games and exercises; development of the prehensile functions of the hand, groping movements, the simplest manipulation and development of simple action with the object)