Бесплатный фрагмент - Lessons of autism

Introduction

Not only autistic sufferers are faced with the experience of redefining our pedagogical constants.

The current stage of social development has unusually aggravated the contradictions between the entropic orientation of self-positioning of individuals and social institutions — and the more complex positions of vital activity.

The course on “in Anitas vanitatum "- vanity of vanities — now supports the entire culture of laziness and incuriosity, it is more aggressive in justification and in attacks on non-linear, complex contents and events.

The primary problem of children with disabilities existence is aggravated by their additional social breakup associated with singularities of neonatal support, adult employment, temporal and motivational, social disunity of generations — as well as the process of urbanization, spiritual infantilization of environment and public opinion, the objectification of children with special needs.

Systemic secondary objectification of children suffering from ASD develops too due to social contract of tolerance accentuate and integrating subjectivity, that is, developing personal autonomy, especially in relation to people with any visual problems to the detriment of less transparent difficulties with the content of which is less than we are familiar with social culture, the comprehension of which is easier happening speculatively, rather than in direct contact, adjustment, operational, emotional reaction. It is even easier to exclude from the developing cooperation of such children that they vigorously demonstrate the apparent desire for isolation, the unwillingness to engage in productive, socially acceptable activities, their everyday and social helplessness as if dictating the environment to their preferred niche of the wise life activity and knowingly allowing them to refuse and social autonomy, activity, freedom of will with nonspecific means for us.

Constantly nearby people continuously experience the effect of existing disintegration on the positioning of further work with the child. Often, the stereotype of the “manual” — “communication” imposed on him is formed, when an adult routinely refuses the child to substantiate for him, motivating the necessary measures due to the feeling that the child does not need to understand what is happening. The child is picked up and carried, doing the usual and unusual actions with him, reinforcing his attitudes on the insuperability of the communicative disorders of the child and forming undesirable standards of behavioral reactions in him, and often a distorted outlook. It is useless to condemn ourselves at the same time, you just need to remember that with previous experience and culture, we, as a rule, are “sharpened” on relatively parity parameters of communicative activity, and our habits, ideas, traditions always retain their influence on our behavior. We will take into account and remind ourselves and other people around the child about it.

There are other trends in social tradition, social consciousness, which set stereotypes of overprotective, strongly imposing behavior on adults, often involving other family members in social role paternalism.

Meanwhile, as the leading task of address support of children with ASD, adequate to modern scientific and socio-legal concepts — is to create a true resonant th, integrating the environment in which the child is comfortable and productive as possible will choose, build, develop acceptable for him forms of interaction with the outside world.

In his lectures, Professor Stephen Shor repeatedly emphasized the correctness of the approach to his development of parents who did not try to attract the child to the standards of their life activity, but promoted after their son, helping to overcome alienation, communicative incompetence and social negativity.

Chapter 1 And the integration of codependency

It is no coincidence that we immediately turn to this particular aspect of organizing targeted support for children with autism spectrum disorders, and many other forms of developmental disorders.

This problem arises before the family and the child one of the first — and it is necessary to overcome the difficulties that have found themselves as quickly as possible. There are objective difficulties, obstacles, but there is no unequivocal insuperability. Not everything succeeds, perhaps, in stopping the right way in a subjective realization, but instead of self-criticism, it is advisable to move in the direction of accepting the child and themselves, with confidence in life and attention to trifles.

Other children receive an informational blow of guilt or undeserved punishment, loss, deficiency, inferiority, hopelessness from parents who have not yet had time to wait for the birth of a child, as a result of prenatal diagnosis.

Each family has its own trajectory of struggle, overcoming, experiencing and understanding the situation. But along with fatigue and despair, complex administrative experience, it is drained of negative experiences and expectations, distorting their self-esteem, self-positioning and social expectations.

The culture of codependency of the child with health disabilities environment. Guilt, additional micro social disability of children, adoption of the reduced social and property status of the family, securing of secondary benefits, unfinished gestalt motives support painful environmental institutions and standards of internal and external communication.

Adults who cultivate boiling in the minds of guilt, justified or far-fetched, closing the positive resources of family mutual development, the more effective that often are in a situation familiar tiredness, nervous exhaustion, social deprivation and guilt in this case is supported by cultural set in public commitment format.

In such a context, it is easy for a child to learn from family self-criticism and complexes, especially since he is aware and directly feels how well the quality of life and family experience is related to his features.

At the same time, the situation is reversible if it is deliberately dispersed and reversed. Even an inner monologue of a parent, oriented towards the positive acceptance of the existing situation, rethinking and re- motivating relations in the family, which is called “with open eyes,” significantly resolves, if not an internal conflict, then the current psycho-emotional voltage.

It makes sense to mentally return to a supposedly causal situation with efforts to replay, to rethink its probable guilt or object- dependent determinative circumstances. Various authors give their own definitions and justifications for this, but one thing — to say, a person, even by an attempt to understand the problems, significantly devalues the psycho-traumatic factor and the demotivating mechanisms of social dialogue.

At the same time it is necessary to understand that certain cultures perversion will from time to time be renewed due to sinusoidal social processes and special organization of complex community, which is a family or corporate environment, and therefore should monitor public opinion on the subject in a timely manner the first readjustment of similar motives.

This applies especially to the professional activities of specialists involved in accompanying children with disabilities, their families, as well as in related fields of activity. After all, if the workplace specialists rarely allow themselves impermissible statements in interviews and in social networks, parents often say dubious maxims violating their psycho emotional welfare and averting them from certain specialists and even services.

So, and forecasting the development of children as having their status disabilities and presents a picture of a regulatory nature, now diagnostically problematic due to the complication of nosology too, and organizational features support for children, legal regulation, the economic situation and the demographic picture.

You should know that in cases of long-playing complexes of mutual guilt, inferiority, feelings of powerlessness and hopelessness help to depreciate negative experiences and expectations through joint humorous or projective excursions, simultaneously transferring participants to the territory of trust, favor, childishness.

The presence of domestic animals invariably has a beneficial effect on people sharing sorrowful circumstances and experiences.

Chapter 2 Digital version tutorials for children with ASD

We put on the second position of this chapter because it is easier to organize at once, though, only occasionally showing and commenting on your child — because the child is not desirable to maintain psevdo-protective desire to replace a load for his version of the communication of its technical forms. However, it is also impossible to completely postpone the appearance in the life of a child of this important side of human communication, all the more so since it is possible that the acquisition of speech will still be accomplished, for example, by means of technical devices. Or because a person has the right to make such a choice. If, however, mediated, metered acquaintance of children who have difficulties in communicating with our digital being is not provided, it is often easier for parents later to postpone the gadget-initiation, all the more so because cultural traditions, and fully justified fears, and volitional regulation resist family emotional capital, which, as we know from school textbooks, is the driving force of mortars.

One gets the feeling that the massive appearance in the life of mankind of technical means of communication and learning is not accidentally synchronized with the altered communicative and didactic status of the child population. Yes, and the experience of the personal formation of many adults with problem-oriented analysis reveals an ambiguous picture, optimistic about the successively promising resources of the micro-social environment and analytical thinking.

We become ready to accept the problem — and therefore we find it, around us and in our genealogy, and in history, personal and culturally consistent.

One way or another, but today the technological environment is also finding itself ready to meet the changed request for the support of deficient communication and operational-cognitive resources of an increasingly large part of society.

The gadget civilization opens the space of accessibility and acceptance of subjects of varying degrees of social isolation and self-isolation.

Exception direct communication load in the didactic space child with autistic component m of releases it for operational trials and arbitrary regulation of activity.

And the organization of the educational act requires here and objectively justified, and individually selective elements in and structuring of motives.

For example, even any group, any class in the performance of the work interested children interested in, for example — visual plan, project activities — aims to change the temporal instant of employment, in particular — increase time to reflect on the intermediates and end of the result, as well as individually live relaxation achievements.

In groups and classes, we give children the opportunity to regulate the organization and content of creative activity themselves, opening a whole line of self-organizing processes. With regard to children with impaired communication, such experience is particularly valuable and should be one of the leading principles of cooperation between adults and children.

Accounts in social networks allow children to selectively arrange the amount and time of actualization of communicative acts, to obtain the necessary information and social experiences in an attractive form convenient to them without amplifying negative attitudes and expectations.

Video courses for self-study contribute to the interactive actions of the young child in a comfortable mode for him, eliminating manifestations of didactic negativism. It does not show the rigid age limits or access to materials “from the achieved level.” Teachers, who have mastered the practice painting tiered development of children educational, cognitive or fantasy material, usually more willing to provide children with autistic forms of communication at the same time and content targeted at younger age (for the less developed at present socio-activity competences), and correspondingly his passport age (though, perhaps, he does not show any interest in such, any and visible abilities), and promising significant that meet its possible level of competence, as well as his right to selective regulation of social and educational dialogue, orientation in the educational environment and the intriguing potential impact of any order, algorithms, means of expression.

The emergence of distance learning with the use of information technologies allows the child to enter the educational environment with additional distancing, as a viewer, a third party with the possibility of arbitrary updating of educational activities on the model, concept, and action from the opposite.

The content of distance learning can be formatted in a compact, delicate manner with respect to the participants, transmitting educational and emotionally significant information.

It is a sin to miss an opportunity would be intermediated teaching children with ASD through their admission to the observation of not only themselves sessions conducted with other children, which is often very productive and comfortable for all parties. Videos of real rehabilitative training may be even more effective in this resource and one to the belt even more acceptable for children with diskommunication due to the increased distancing them from actively communicating children’s and adult, as well as the possibility of individual regulation of studying the experience of other people time and the load. We do not exclude that in this mode children’s unexpected preferences regarding the organization of the social and educational process may also be revealed — for example, a child may wish to observe such an activity for a longer time or more closely. Or to go back to the record additionally.

We suggest emphasizing the time constraints of the social and educational burden in working with children, modulate learning activities with an indication of the scope of oral boundaries and guidelines.

Noticing right away that, for legal and protective reasons for the safety of children participating in remedial classes with simultaneous video recording, of course, with the permission of the parents, it is necessary to organize and correct the video recording conditions so that, as a result, the images of children cannot be used for dishonest purposes and hazardous activities.

At the same time, we do not exclude, in case of a successful distant integration of the observing child with ASD, into the social educational space or personal contact attempts, in the future it would be possible to organize local episodes of the exchange of personal messages with the prospect of regular communication.

For children with severe speech disorders, it is necessary to provide the opportunity for independent use of digital educational, cultural and educational facilities, museum guides and expositions. For example, the collection of treasures of the Prado Museum, as is often the case now, in addition to textual, voice accompaniment, is also provided by sign language. Its feature is the enhanced transmission of articulatory movements, which allows the child to independently have these resources for self-study and for the analysis of verbal motility.

Chapter 2 Environmental compliance

The environment should exist with a great interest and pleasure expressively and diversely, setting the tonality and positivism, gradually attracting and, if possible, involving the child in the style and range of active well-being.

It makes sense to find an emotional child for an adult in oneself and for the sake of one’s own recovery, bodily and psycho-emotional, which, however, immediately radiates, extends to the rest of the family, apparently or hidden. The enrichment of roles in micro-social dialogue is also informative, and optimizes the environment.

The enrichment of one’s own style and plastic language opens up the child with a space for choosing individually acceptable forms of interaction and at the same time disarms the already formed self-isolation habits. Observe, comprehending, the possible manifestations of the child’s purposeful deterrence of negative impulses while trying to increase the duration of activities that are attractive to him.

Cultivate sensitivity, willingness to surprise and delight the most minor child’s achievements, carefully measuring out the severity of the reactions of the individual limits of its authorization.

Treat you with amazing acquaintances, masterpieces of art precisely in the refraction of personal choice, admiration, the very discovery in dialogue with the unexpected, unusual, surprising.

Teach delight of knowledge, the very opening of the child, not crossing out understanding of expressive means superfluous for him.

The child has the right not to understand, not to accept our gifts. But we do not have the right to deny him perhaps the first accessible spine unexpected contents.

Do not leave your production problems and experiences beyond the threshold of the house; find for them the organic context in the information-emotional space of the family and a socially acceptable resource of interpretation, projection, and transference.

Constantly distracted from the standards of limited resources and the needs of the child — expand the border of probable possibles of his development taking into account anticipated levels available already — and long-term, future achievements.

Working algorithm of social and educational praxis organization is here to become a multi-level structure: transpose to support the possible initiation of infantile species, the minimum immediately accessible, average consumption for age and of the family, teaching standardized, perhaps for the first entry in the educational environment, correlate with real powers on the basis of available signs, the level of estimated possibles of the child, as well as high of a perspective corresponding to an elevated level of life and environment of the future socialization in the open world.

Any child has the right to represent the whole range of degrees of possibilities, especially the one who is to create a strategy of self-actualization, in a society — and in some isolation from him.

The idea that it is in the social- educational dialogue that the strategy of mastering the intellectual, cultural, linguistic, intersubject wealth of human consciousness is being built, is now undergoing significant changes. We are still having a hard time weaning off terminological stupidity — “assimilation” of educational material, replacing it with more intelligent “development”, and life devalues the notion of “learning”, which is even less applicable even to children with fairly intact communicative competence and is connected, possibly, with changing structure and status of the information environment. Already the concept of educational activity itself evolves ambiguously and unevenly.

Included of the child in our life begins to camping in our head. As distance tion from him, secondary invalidism, modelingof infantile, some deficit features of his behavior, the formation of the limitations of its long-term development.

As a rule, it is difficult for adults to imagine that the child’s apparent lack of participation does not mean genuine indifference to our livelihoods, although it may be such or correspond to it to some extent, as well as be accompanied by hidden negativity.

Willingness to accept the ambiguity of the real picture of the capabilities of a child with ASD does not, in theory, ensure its practical implementation.

This is important to remind yourself and other family members in order to avoid complacency, since this is where routine processes are especially effective.

The recognition of the rights of an individual, possibly amended, to a selective attitude towards our life activity and the initiative of others around it is also subject to constant reinforcement and implementation.

Modelling of the hidden and promising child abilities, relying on behavioral subbehavioral signals and confidence prediction mode should be the daily exercise of family practice. The second operational more efficient call pozitive, but in relation to the child, in the behavioral culture that we offer the most advanced, the declining trend, concealment and denial of resources communicative competence and changed continuously selective activation of those — more appropriately, we believe, consider the simulated structure with confidence in capabilities and priority am child promise.

Introduce features of decompensation communicative resources of the child with ASD, and the incompleteness of his own willingness to accept and efficiently interpret the picture of his behavioral cues, helps real experience or contemplative experiences, such as the personal situation of duality: for example, you are not getting enough sleep for several days and can not someone or listen — and then a person close to you needs your attention and emotional support — how adequately will you participate in this dialogue? Psycho-emotional exhaustion, hysterical state, hangover in various ways are comparable to those experienced by children who are forced to leave their habitable niche for the shaky unpredictable social contact zone.

Isolation or decompensation is to some extent transmitted by the mood of the cartoon character “Hedgehog in the Fog” — maybe not friendly, and harmless entities around — but who knows?

Older people, people who have lived separately can also be a conditional model of communicative decompensation — it is difficult to agree with them, in their own way they interpret the most unexpected phrases and sentences of relatives, their whims and motives of behavior are not always intelligible to relatives.

Even the best friends, having lived some time away from each other, do not immediately reach their former ease and common language, feel anxiety, mismatch of direct reactions and confidence of intonations.

Sometimes the surrounding people themselves suggest to the child socially unattractive motives of behavior, but it is hardly advisable to carry out a direct causal relationship between this kind of different inheritance and the fault of relatives, although this possibility should be taken into account. Interprojections are most likely only selectively adopted behavioral motives and, compensatory or pseudo- compensatory, actualized by the child.

Often there is a picture that we would call interpolarization. In an effort to teach children any skills from their arsenal, adults exaggerate these actions, which can, on the contrary, repel a child who, in self-defense, resorts to intensely opposing behaviors that may not have been used in a fairly calm situation. So sometimes spouses who are in conflict act — they act in defiance, even if they do not want it.

More situational moments can be correlated with the complex relationship of two housewives in the same kitchen, the appearance of the daughter-in-law in the family.

After introspection on such examples, peculiar analog cases, it is easier for people around you to allow yourself a teacher who is confused, confused, the right to not immediately find yourself in an incomprehensible situation. Do not fear some demonstration of their pedagogical difficulties. On the contrary, the problems of the environment can become educational material, an incentive example of overcoming obstacles for a child, a permissive motive of self-actualization.

Note that each step of the child meet your expectations worth it not only greatly will stress, but also rejection of inner peace, a sense of security and relative understanding of the situation. Try to deny yourself what constitutes a consolation, a feeling of comfort to yourself, a loved one. Sweets, smoking, tv shows, gadget ‘s — it would seem, it is not difficult for adults, self-sufficient, demanded people have to stop to indulge their habits and sweet weakness, a lot easier than a child with ASD to leave his tower of loneliness and make a step into the unknown direction, overcoming systemic fears and uncertainties.

You should be prepared for the manifestation of unexpected, unusual abilities and actions of the child. For example, an adult fully armed with didactic readiness approaches the child and suddenly feels an inner prohibition. Optionally, you must strictly submit even trust this signs, they can be transient and even far-fetched, associated with your quivering expectations, but consider the real or perceived signals are useful for more and because the relationship ‘s child

gradually set the model of the interaction of the broad plan, the actual adjustment and operational responsiveness.

Here is a new confirmation of the status of intelligence, culture and tolerance in the life of society.

Chapter 3 Negative experience as a learning content

Again, allow me to raise in the initial chapters questions that are, in our opinion, the primary consideration and implementation.

Of course, a positive atmosphere is vital for a child with a communication disorder. We must adapt it to social and emotional well-being.

At the same time, we are obliged to offer the child our personal experience of overcoming the insufficiency of operational, as well as prospectively oriented competence, although, as a rule, our own praxis surrounding children with ASD is a fairly solid process of progressive progress, not highlighting situations of self-understanding and current events requiring from people unusual actions to guess, complex search activity, activation of resources that were previously in “sleep” mode. By putting ourselves in uncomfortable, unusual situations, mastering unusual contents and operations, we not only can directly presenting the difficulties and options for compensating a child with communicative discompetence, but also showing him his own problems so that he has the opportunity to analyze the situation from the outside, without actualizing the deficiency of resources of communication necessary for him.

In addition to broadcasting the own difficulties of the environment, in the field of teaching negative content, one can also consider the methods of adult contractual offers, which allow the child to differentiate the initiating messages of others as much as possible. Not invariant instructions: let’s go get dressed — even if in a mild form. It is clear that the use of the modern family and medical support of the child does not have much difficult ballet around his moods, but based on the fact that your child is a person, you have to comply, otherwise you will abuse his helplessness and inability to defend his rights. Imagine that an active family member lives in the house, who is again and again denied a personal position, territory, choice of mode of action — what will be your forecast regarding the development of the situation? Thus, it is necessary to ask the child behavioral matrices and motives for refusal, for example: maybe you want to finish painting later? maybe you don’t like this book? Of course, many parents will find such antimonies unnecessary and inconvenient — they say, just let the child be capricious — he will sit on his neck, his family and so on! But in fact, the child will still take as much attention as he needs, and it will be cheaper for everyone if he receives the necessary action around him with goodness than in a set with additional behavioral, psycho-emotional and somatic complications. Compare with diplomatic procedures during interpersonal relationships, sometimes necessary in the relationships of the most appropriate adults!

Here, no less is required and the highest level of regulation, and quite systematic methodological support. Thus, one of the most stressful areas of support for a child with communicative incompetence — conflict generation — requires comprehensive support for the operational, thematic content of current and potential conflicts. The peculiarity of the defectological analysis applicable in any field, in the methods of unfolding a problem situation into components — in order to detect its supporting mechanisms, resource capabilities and violations that are subject to overcompensation. In other words, even if the child protests in the editors and topics that are understandable to others — than they desperately oppose the superior dictatorial orders, which are little rationalized for him, even if they are loved, but still — the enemy.

If today’s schoolchild, for example, at least in the family and at the computer, can be himself, perhaps at the cost of difficult adaptive actions, then a child with ASD is even locked up in his tower of solitude even with an increased intellectual and personal resource.