Volume 04 Issue 09-2024
15
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
09
P
AGES
:
15-20
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article describes the features of mental development of children with autism spectrum. This article analyzes the
methods of correctional-pedagogical rehabilitation of students with autism.
KEYWORDS
Autism, children with autism spectrum, characteristics of mental development, development, effective methods,
correctional-pedagogical rehabilitation, individual characteristics, game, memory, speech.
INTRODUCTION
In world practice, scientific research is being
conducted to improve the didactic structure of
correctional-pedagogical rehabilitation of students
with autism and to put it into practice. In this regard, it
is necessary to identify effective approaches to
improve mechanisms of correctional-pedagogical
rehabilitation of students with autism spectrum, to
develop recommendations for implementation, to
ensure that students with autism spectrum have equal
opportunities with all citizens, to eliminate their
limitations in life activities scientific research on the
development of the need to actively participate in the
social, economic, and political life of the society is
gaining special relevance.
Pupils with autism spectrum perform object
movements under the guidance of adults, but they
have a low level of attention to the features of object
and movement analysis [3.-78.p.]. Pupils with autism
spectrum focus on some actions, the main actions are
ignored. In this case, there is disorder, lack of system,
naming the subject without distinguishing the main
one.
Research Article
METHODS OF CORRECTION - PEDAGOGICAL REHABILITATION OF
STUDENTS WITH AUTISM SPECTRUM
Submission Date:
Aug 30, 2024,
Accepted Date:
Sep 04, 2024,
Published Date:
Sep 09, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue09-03
Abidova Nazokat Kutbiddinovna
Associate Professor of the Oligophrenic Pedagogy Department of Tashkent State Pedagogical University
named after Nizomi, Ph.D. (PhD), Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 09-2024
16
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
09
P
AGES
:
15-20
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Gradually, students move on to describe the
perceived object in a certain sequence, but even then
they begin to describe the two-grain details [p. 1.-34].
It is difficult for children with autism spectrum to
compare two or more objects. When comparing, they
pay attention to the distinguishing features of one
object from another, but do not take into account the
similar properties of these objects. Those who
compare objects of the same type and features of the
object. Children compare the differences between
objects with incomparable properties. In some cases,
students replace the task with easy tasks or analyze
one of the objects instead of comparing them. He can't
control his actions by starting a comparison. The child
cannot stop at a task that is difficult for him and eases
his mental activity and moves on to another task [2.-
99.p.].
Correctional and educational work with autistic
children is characterized by the following features:
- integrity (all ongoing activities are focused on the
child's personality as a whole); - systematic (all
activities are carried out in a system, interconnected
and intended for a long time);
- complexity (all the tools used provide an opportunity
to have a corrective effect on the physical
development of the child, the development of mental
processes and functions, the emotional sphere, and
the child's personality in general);
- connection with the social environment (expanding
the boundaries of correctional and pedagogical work
beyond the boundaries of the institution and including
the social environment in which the child is raised).
Correctional work with ASB is based on the following
principles: (ensure full disclosure of each child's
potential development opportunities)
- the principle of acceptance of the child
(implementation of the principle includes the
formation of the right environment in the environment
where the child is raised; respect for the child,
reasonable demands, belief in his development
opportunities and the desire to develop, his potential
to the greatest extent - the most comfortable
environment for children basic conditions for
creation);
- the principle of support (this principle is used in raising
any child, but it is of particular importance when
working with children who need special support,
because such a child cannot achieve the optimal level
of mental and physical development for him without
specially organized support);
- the principle of individual approach (this principle
shows that the child has the right to develop in
accordance with his psychophysical characteristics; its
implementation allows the child to reach the potential
level of development, its content, methods, means,
organization of educational and upbringing processes
in accordance with his individual capabilities);
- the principle of the unity of medical and psychological-
pedagogical effects (medical measures create
favorable conditions for psychological-pedagogical
effects and only together with them can ensure high
efficiency of correction and educational work with
each child);
- the principle of cooperation with the family (creating
a comfortable environment in the family, treating the
child correctly, the unity of the requirements for the
Volume 04 Issue 09-2024
17
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
09
P
AGES
:
15-20
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
child will help his more successful physical and mental
development).
Correctional-pedagogical tasks:
▪
conducting
a
comprehensive
diagnostic
examination in order to determine the child's level of
development and the most appropriate educational
direction;
▪
formation of communication skills;
▪
development and correction of the emotional and
volitional sphere;
▪
formation of socially acceptable behavior;
▪
help the child adapt to the peer group;
▪
formation and development of higher mental
functions of the child;
▪
development of cognitive activity and speech;
▪
Providing psychological and pedagogical support to
families with a child with autism spectrum disorders.
Analyzing the thinking of autistic children, it is worth
noting that this process is stereotyped, difficult to
move, and not completely flexible. Therefore, the
application of existing knowledge and skills in a new
environment creates difficulties for autistic children
and leads to errors [3.-54.p.]. The main weakness of the
thinking of autistic children is the weakness of
generalization. This is manifested in children's poor
mastery of rules and general concepts during the
educational process. They often memorize the rules,
but do not understand their meaning and do not know
in which situations to apply them. Therefore, learning
the mother tongue and mathematics, subjects that
require more memorization of rules, are difficult for
autistic children. Also, they are a difficult task to
generalize concepts and rules in learning other
educational subjects. Below are the methods of
correctional and pedagogical rehabilitation to
eliminate these mental development deficiencies of
children with autism spectrum disorder:
"Pair of Pictures"
7-8 pairs of related pictures are selected. They are
placed in front of the child in pairs. For example, a TREE
picture is placed next to an APPLE picture, and a
HOUSE picture is placed next to a DOOR picture. In
practice, there are various relationships between
objects. The child is invited to look carefully at all the
pictures and remember them. The right row should
have as many images as possible. After 1-2 minutes, the
pictures are removed from the first row, but the left
row is not touched. Ask the child to name the removed
pictures according to the remaining pictures. If the
child has difficulty, a meaningful connection is made to
the pictures and help is given in 1-2 examples. The game
can be made more difficult by gradually increasing the
number of pairs of images, reducing the time it takes
to look at them, or finding connections between them.
In this way, the child gradually learns to establish
meaningful connections that are more difficult.
"A Pair of Words"
The child is invited to remember several words in pairs,
for example: CAT-MILK, MOTHER-CHILD, TABLE-FOOD.
the child is asked to remember the second word from
each pair. Then the teacher says the first word of the
pair of words, and the child has to remember and say
the second word. The task can be made more difficult
by gradually increasing the number of pairs of words
Volume 04 Issue 09-2024
18
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
09
P
AGES
:
15-20
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and choosing pairs of words that are not related in
content.
"Workshop of Shapes"
In the shape workshop, you will need matchsticks (or
"counting sticks") with a cut head, copper wire (or
thick ropes), samples of geometric shapes. Straight-
line shapes such as square, rectangle, triangle can be
made from sticks, circular shapes such as circle, oval
can be made from rope or wire. Only when the child
learns to make each shape well. proceed to create new
views.
"Great bag"
In the process of this game, the child learns to identify
things by touch, repeats visual and sensory
impressions. In this process, you need 2 sets of the
same objects - geometric shapes or small toys. One of
the bundles is put in a bag made of thicker fabric and
the neck is fastened. The child's task is to find an object
in the bag according to the example shown by the
teacher. In the process of playing with the child, they
exchange places. Another version of the game - the
second set of objects is drawn on paper, another
version - the leader tells to find the objects that need
to be searched.
Gradually, the games for the development of memory
and recall of children with autism spectrum are
becoming more complicated. Analysis of general
pedagogy, psychology and special literature, study of
practical cases, we recommend to develop not only
memory, but also speech of children with autism
spectrum. showed that it should be taken into account.
When the child names the objects, he remembers them
well.
Therefore, when organizing a game with children with
autism spectrum disorders, it is necessary to take into
account their individual characteristics. If the child
does not have difficulty in completing the tasks, he is
given a slightly more complex task, if he has difficulty,
a simpler task should be given. You don't have to put it
down because you can't complete the assignment. It is
necessary not only to teach children one thing or
another, but also to educate them in such qualities as
self-confidence, courage, the ability to defend one's
opinion, and to be firm in one's decision. This is
especially true for performing creative tasks. The child
should be able to correct his thoughts and boldly put
forward his new ideas. In this case, it is important to
take into account the individual characteristics of the
child. If he is bold and self-confident, you can start
teaching him to critically evaluate his answers. If a shy
person is shy, it is necessary to support him and
approve his every initiative. If the child wants to quickly
change the task and performs it in an irregular manner,
he is encouraged to find new aspects and aspects of
the task by making him interested in the task. On the
contrary, if the child gets stuck in completing the task,
it is necessary to encourage him to move from one idea
to another. In the process of development of visual-
motor thinking of mentally retarded children, every
game is a school of communication and cooperation
between the child and adults and peers. By creating a
mood of sincerity, mutual support, cheerfulness, the
child's development is achieved through the game. In
practical work with children with autistic spectrum
disorder, taking into account their individual
characteristics allows to increase the effectiveness of
correctional influence.
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Volume 04 Issue 09-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
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:
15-20
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
09
P
AGES
:
15-20
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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