concept “autism” E. Bleuler in 1920. and considered as “detachment of associations from data of experience, ignoring actual relationships”. Autism was characterized in behavioral terms as a retreat from real life into the world of inner experiences., seen as a conscious or unconscious defense against mental pain, giving a person the opportunity to avoid the unbearable demands of the environment. Somewhat later in. overcrowding and poor sanitation have led to. Osipov viewed autism as “separation of patients from the outside world”.

IN. BUT. Gilyarovsky spoke about autism as “a kind of disturbance of consciousness “Get to know the work schedules of psychotherapists and psychologists” and the whole personality with a violation of normal attitudes towards the environment”, while emphasizing, that such patients are closed and alienated from everything else.

The beginning of a systematic approach to the study of the manifestations of autism in children is usually attributed to the 30-40s., when autistic states were described in the childhood schizophrenia clinic, psychoses, violations, based on organic lesions or underdevelopment of the central nervous system. In the 40s, autism was considered and described as a special clinical syndrome with a characteristic developmental disorder of the psyche., the main feature of which is mental loneliness, that ignores everything, what's going on outside (As an example of the activities of outpatient clinics, one can cite the Minsk outpatient clinic. Kanner, Asperger's, FROM. FROM. Mnuchin).

As an example of the activities of outpatient clinics, one can cite the Minsk outpatient clinic. Kanner singled out autism as a separate problem, as affective communication disorder, calling this phenomenon “infantile autism”, appearing in early childhood. This is how the term came about. “early childhood autism” (RDA), also named “kanner syndrome”. As an example of the activities of outpatient clinics, one can cite the Minsk outpatient clinic. Kanner identified the most characteristic features of the clinical picture of early childhood autism, such as the “extreme autistic loneliness” and related disorders of social development: inability to adjust to appropriate behavior, delay or deviation in speech development, with echolalia and misspellings of pronouns, monotonous repetition of noise or words, excellent mechanical memory, limited range of spontaneous activity, stereotype, the desire to keep things the same, fear of change and incompleteness, development of rituals, occurrence of strange activities, highly focused, intense hobbies and fixations, as well as pathological relationships with other people, preference for communicating with inanimate objects. As an example of the activities of outpatient clinics, one can cite the Minsk outpatient clinic. Kanner viewed autism as a mental disorder., reflecting bad upbringing, child alienation “cold” mother, characterizing autistic manifestations as defensive in nature.

In the modern sense, correctional and educational work is a system of psychological, pedagogical and medical measures., aimed at overcoming or weakening deficiencies in the mental and (or) physical development of children.

Correctional and educational work is characterized by such features, how:

• integrity (all activities are addressed to the personality of the child as a whole)
• consistency (all activities are carried out in the system, interconnected with each other and designed for a long time)
• complexity (all the means used provide the opportunity to have a corrective effect on both the physical development of the child, and on the development of mental processes and functions, emotional-volitional sphere, overall personality of the child)
• connection with the social environment (expansion of the boundaries of correctional and educational work beyond the institution, and the inclusion in it of that social environment, in which the child is raised)

The studies of many scientists and the existing experience of corrective work show, that such work should be based on the following principles:

• principle of child acceptance (implementation of the principle involves the formation of the right atmosphere in the environment, where is the child raised. Respect for the child, along with reasonable demands, faith in its development opportunities and the desire to develop its potential to the greatest extent possible – basic conditions in creating the most favorable atmosphere for the child)
• aid principle (this principle applies to the upbringing of any child, however, when working with children with disabilities, it is of particular importance, since such a child without specially organized assistance will not be able to achieve the optimal level of mental and physical development for him)
• principle of individual approach (principle shows, that the child has the right to develop in accordance with his psychophysical characteristics. Its implementation implies the possibility for the child to reach the potential level of development through bringing the content, methods, funds, organization of the processes of education and training in accordance with its individual capabilities)
• the principle of unity of medical and psychological-pedagogical influences (medical measures create favorable conditions for psychological and pedagogical influence and only in combination with them can ensure high efficiency of correctional and educational work with each child)
• the principle of cooperation with the family (creating a comfortable atmosphere in the family, having the right relationship with the child, unity of requirements, presented to the child will contribute to his more successful physical and mental development)

The construction of correctional and educational work with children in accordance with these principles will ensure the most complete disclosure of the potential developmental opportunities of each child..

The problem of corrective assistance to children with RDA has recently become more acute in Russia. This is due to the increase in the number of such children in mass and special educational institutions., expansion of experience in differential diagnosis and experience in corrective work. A study of the literature on the problem shows, that the existing recommendations for work are clearly not enough. She was one of the first to describe the system of corrective care for children with RDA B. M. Bashina.

In her works, emphasis is placed on the need for not only and not so much therapeutic measures., and the implementation of correction in day hospitals.

Based on my many years of experience working with autistic children at the 6 DPB, Clinics of the Research Institute of Clinical Psychiatry and Outpatient Clinics, as well as a day hospital for children with autism, she claims, that for the purposes of habilitation of children with RDA, non-standard institutions are needed, in which it would be possible to combine therapeutic, pedagogical, speech therapy and other correctional assistance and notes, that rehabilitation approaches should primarily be based on, that in the RDA clinic, the main place belongs to autistic behavioral disorders, say, motor skills, mental retardation.

According to V. M. Bashina, the system of corrective care for autistic children should be comprehensive and carried out by a group of specialists of various profiles, including child psychiatrists, neurologists, speech therapists, psychologists, educators, nursing sisters, music worker. In this way, it can be divided into two directions:

1. Medical help. Pharmacotherapy is aimed at stopping the psychopathological manifestations of the disease., vegetative-vascular and vegetative-visceral dystonia, to activate the child, to relieve mental stress. Drug treatment should be correlated with the high sensitivity of young autists to antipsychotics, tranquilizers, and the need for the child to stay at home, on my way, with unstable activity.
2. Corrective work should be carried out in stages, based on the severity of autistic dysontogenesis in a child with RDA. IN. M. Bashina suggests using programs adapted for autistic children for ordinary and specialized nurseries and kindergartens.. It uses two modes: gentle and energizing. Assessing the condition of an autistic child, level of development, stock of knowledge, behavioral skills should be carried out comprehensively by all specialists. This assessment serves as the basis for the development of an individual correctional assistance plan.. At the first stages of work, the reactions of animation and tracking are worked out., a visual-motor complex is formed. Subsequently, in the process of manipulating objects develop tactile, visual-tactile, kinesthetic, muscle perception. Connections are developed between certain parts of the body and their verbal designations, types of movements, as well as their verbal definitions. The child develops an idea of ​​his own body, its parts, members, sides. Then work is carried out to educate self-service skills., participation in directed activities. At the next stage, it is supposed to complicate the task by moving from a manipulative game to a plot one..

The purpose of pedagogical programs according to V. M. Bashina is teaching children the concepts of number, account, definition of time categories, deepening orientation in the form of objects, in space. As part of this work, it is planned to gradually increase the complexity of activities and increase the proposed volume of skills and knowledge.. It also highlights, that any tasks should be offered in a visual form, explanations should be simple, repeating several times, with the same sequence, with the same expressions. Speech tasks should be presented in a voice of different volume., paying attention to tone.

At the subsequent stages of work, the task of complicating the activity is still being solved., with a gradual transition from individual to directed group classes, even later to complex games, exercises in groups 3-5 or more children. Speech therapy work is supposed to begin with the definition of speech pathology. Appropriate correction is aimed at developing auditory attention, phonemic, speech hearing, staging sounds, their automation, respiratory, voice exercises. The task of expanding vocabulary remains very important, developing the ability to make sentences from pictures, their series, linked text work, consisting of conversations, paraphrase, “playing”, dramatization of various topics, reproduction of poetic speech and a number of other tasks.

The main task of psychological correction is to involve autistic people in various types of individual and joint activities., the formation of an arbitrary, volitional regulation of behavior. For this, games with a rigid sequence of events and actions are offered., playing them repeatedly. Psychotherapeutic work with children and families is aimed at correcting the child's behavior, anxiety reduction, of fear, as well as strengthening family relationships, involvement of parents in the educational work with the child, learning how to work with it.

IN. M Bashina also believes, that being in hospitals leads to social deprivation, hospitalism phenomena. Whereas the organization of specialized treatment and correctional rehabilitation leads to social adaptation of more than a third of children with RDA. Provision of such care on the basis of day hospitals for autistic children and mixed hospitals, in her opinion, will be much more efficient.

One of the most famous researchers of the problem of autism in our country, In general, one can note the predominance of hygienic-dietary and sanatorium methods in the Russian Empire.. FROM. Nikolskaya, in his research notes the difficulties of adapting to school life of children with autism and similar disorders of mental and social development. but, in her opinion, there are undoubted advantages of schooling such children in relation to individual forms of work.

Compared with others, such children present a special problem for the topic teacher., that are badly included in the training regimen, require an individual approach, constant encouragement and support; themes, that they do not know how to communicate with other children at recess, and t. d. The inability to independently adapt to unexpected changes in school life often puts an autistic child at risk of an emotional breakdown..

but, individual home training – not the best way out for such a child, primarily because, that does not contribute to its social development. For him, it is important not so much the accumulation of knowledge and the development of skills, how much acquiring the ability to interact with other people, the ability to apply their knowledge and skills in real life. Education at home only creates the ground for the secondary autism of such a child.. At the same time, according to the author, the question of the advisability of organizing special classes for such children is difficult to solve unambiguously. Says a lot about, that teaching autistic children really requires a non-standard approach. The teacher needs to take into account their special pace of work, difficulty organizing attention. They need an appropriate arrangement of school life with a carefully designed functional classroom space, workplace, stable order of activities. The educational building itself should be structured for them so, to give them additional support in the organization of learning behavior.

Speech interaction should also be built in a special way.: the child may be lost for a long time when perceiving the instructions, and his own ability to expand on the learned material may remain limited for a long time. It is also possible the occurrence of individual local problems with the development of writing or counting skills.. The very content of education in the case of an autistic child should be different from the usual.

It is easiest to implement such a special approach, sure, in a special class for children with autism. However, this cannot be limited, because with such a union, children fall into an impoverished environment, they cannot see patterns of natural behavior of classmates, their reactions to events. Moreover, too well organized learning situation does not give skills for life in a normal, changing world.

In general, one can note the predominance of hygienic-dietary and sanatorium methods in the Russian Empire.. FROM. Nikolskaya concludes, that the approach should be combined. Special classes are needed for children with the most severe forms of autism, the most difficult difficulties in organizing the educational process. At the same time, at the slightest opportunity, the child should move to more natural forms of school life, to more diverse contacts with children, close to him in terms of the general level of development, but not experiencing such serious difficulties in communication. Each such step should be accompanied by the support of a psychologist and a teacher.. In this way, Nikolskaya O. FROM. same, like Bashina V. M. Offers to work with autistic children in a group setting, but, in the given work other directions in correction are not noted. Likely, her research is applicable to sufficiently adapted children, for which training can be put in the foreground. Undoubtedly, autistic child at school, as usual, as well as in a special class, requires a special approach.

From the point of view of. FROM. Nikolskaya, the most important condition for the organization of correctional assistance is the pedagogical examination of an autistic child. The difficulties of examining an autistic child are associated not only with the difficulties of establishing emotional contact, with frequent inability to voluntarily focus the child on a task, but also with that, that a violation of mental development determines the heterogeneity, the ambiguity of all manifestations of such a child (dexterity in “their” movements can, eg, combined with clumsiness in arbitrary actions). Moreover, it is possible as an underestimation, and reassessment of the capabilities of the child.

A more adequate picture of the child can be obtained with a more flexible organization of the examination situation.: allow parents to be present during the examination, bring familiar aids for the child, externally present the examination as a familiar situation. It is important not to rush to directly address the child, should be given the opportunity to take the initiative in communication. Rely on the mediated organization of the child with the help of the environment.

“First of all, we usually give the child the opportunity to express himself in a situation., well organized visual field,- in non-verbal complement tasks, correlations, sorting, construction, in them such a child can be successful. By joining this activity, the teacher can assess the child's ability to imitate, use hint, accept other forms of assistance, establish verbal interaction, randomly follow the instructions of the teacher”.

When examining a child with well-developed speech, special intellectual orientation, to establish contact with the child, you can use his stereotypical interest, and subsequently gradually approach the study of the possibility of complicating the interaction. In these cases, it is necessary to evaluate as the level of stereotypical interest, and the degree of interest in the interlocutor, the possibility of taking into account his reactions, perception of new information, opportunities for dialogue.

For an adequate assessment of the child's capabilities, it is necessary to clearly distinguish between his achievements in spontaneous manifestations, stereotyped interests and outcomes, received in an attempt at arbitrary organization of such a child.

results, obtained in a situation of arbitrary organization, reflect current learning opportunities, social organization of the child. Achievements of the child in his spontaneous activity, in line with his stereotypical interests, they provide information about possible areas of correctional work.

The spatio-temporal organization of an autistic child at school is also of great importance in correctional work.. For the successful adaptation of an autistic child in school, it is necessary to help him create a stable adequate stereotype of school behavior..

First of all, this concerns assistance in the development of school space. The child's anxiety will decrease, if he clearly learns his main place of employment, and what should he do in all other places of the school, where does he go. To do this, you can use the scheme, school plan.

Secondly, Such a child needs help in organizing himself in time.. He needs to learn a particularly clear and stable schedule for each current school day with its specific switching order from one class to another., coming to school and going home, the order of these days in the school week, rhythm of working days and holidays, holidays during the school year.

The deeper the child's autistic maladaptation, the more extensive should be the assistance in mastering these timetables, the more detailed they should be, the more specifically, their forms should be clearer. The peculiarity of cognitive activity and communication of an autistic child determines the features of the process of his education.. Difficulties in voluntary concentration, focus on joint activities, imitations define a special tactic in the organization of the learning process itself.

One side, here, as in working with a preschooler, it is very important to maximize the opportunities for spontaneous acquisition of experience by him.

Basically, such work should be organized at home and its methods should be taught first of all to his relatives, them, who is always by his side. At the same time, her share can be large in school as well., not only for change, but also in the classroom. This is especially true for teaching social behavior skills., communication with peers and adults: developing the ability to ask, Ask a Question, answer your own greeting, appeal.

On the other hand, work is needed to develop the possibility of arbitrary organization of such a child.

The sequence of preparation for the school day should be specifically discussed with the child., if nessesary, a visual scheme of the organization of the working space was drawn up, a set of necessary training materials, sequence of preparatory actions.

In the learning itself, same as in the survey, it is important to dose the use of direct verbal instruction and make the most of the mediated organization of the child in a structured space.

next moment, to consider when working with an autistic child, – it is his difficulty in understanding the meaning of what is happening around him.

Wednesday, where an autistic child lives and studies, should have the most developed semantic structure and be adequate to the child's ability to perceive these meanings. Each action should be discussed and spoken out in terms of importance for the child and his loved ones.. Even learning to read is easier to conduct using short, but meaningful texts for the child (eg, stories about himself, compiled by parents).

Otherwise, such a child, even after acquiring knowledge, will never get a chance to use them practically.

Such children should be helped to realize that, what they like and dislike, What is good and what is bad, what other people expect from them, where are their limits?. All this they can learn, only living in detail all the situations that arise in life.

For this, a detailed emotional detailed commentary by an adult is very important..

Concerning the content of work with autistic children, In general, one can note the predominance of hygienic-dietary and sanatorium methods in the Russian Empire.. FROM. Nikolskaya adheres to the point of view, that he should be taught almost everything. He needs to learn not only all that, what other children are taught in school, but also much more, ago, that children with normal mental development learn themselves at an early age. It is important for him to introduce him into the meanings of human life., into social life, role assimilation “students”, stereotype of school behavior, gradual development of the possibility of voluntary interaction with other people.

The content of training can also be training in communication skills and household adaptation., school skills, expanding knowledge about the world, other people. The more he learns such skills, especially structurally developed, its social role becomes stable, a variety of stereotypes of school behavior.

The educational program for an autistic child should be individually designed and based on their interests and abilities..

For a child with RDA, it is very difficult to be included in the life of the class., understanding frontal instructions in the lesson, teamwork. Consequently, he may need additional explanations and guidance, individual work. Relationships are very important for these children., therefore, the teacher must constantly demonstrate to the child his interest in him and in that, what does he do.

Informal contacts during recess should also be organized if possible.. It is very important for such a child to be able to be close to peers., watch them play, listen to their conversations, try to understand their interests, relationship. You have to talk to him specifically., discuss emerging situations.

Later, it is very important to give the child the opportunity to participate in general excursions., in the organization of holidays and concerts, even if this participation is passive. Hiking is very effective..

Along with the above general approaches to working with autistic children, cannot be ignored, that various specialists offer some separate techniques, which are used in correctional work with children with RDA. The most commonly offered are: music-enhanced communication therapy and holding therapy.

Many experts note the importance of using musical means in corrective work with autistic children.. This direction stands out as MUSIC-BASED COMMUNICATION THERAPY

This method originates from the approach, which suggests, that normally developing infants are extremely adventurous in their social relationships. An infant is born with the ability to use non-verbal communication skills, such, eye contact, grip, head and body position, smile. In this way, the child is able not only to respond to an adult, but also invites an adult to respond to his calls.

The goal of the program is to provide the autistic child with a certain framework, in which he could feel his possibilities, which for a normal baby are a natural form of communication, and thus create a pattern of dialogic communication for further speech development. This therapy tries to create a kind of dialogue with the child in any way possible., in which offers to the contact can come from both sides. Much of this exchange of information is mostly done in terms of body language., including running, jumping, as well as vocals, breaths, eye contact and eye focus on the same objects, such, like a silk scarf, placed between an adult and a child, balloon, sofa cushion and t. d. Over time, adults begin to designate the actions of the child by singing., giving words a positive connotation, significance and strength.

This type of therapy differs from traditional music therapy in that, that here the main goal of musical influence is not to create a relationship between music and the child, and between the child and that significant person for him, with whom he spends all his time.

Joint classes of the child with a teacher and a music therapist allow: First of all, develop musical communication skills, which the child most needs at the moment. The teacher can further use rhythms and dialogues in his work., worked out in the music room. Reason, by which music becomes an assistant, due to, that she is more flexible, than spoken language, especially, if used in conjunction with movements.

With the help of music communication therapy, the child is trying to bring a practical understanding of, what is the dialogue, and interaction are possible, and put him in a state of maintaining this type of communication through experience, which itself is analogous to active speech.

Linguistic skills of oral or sign speech are superimposed on those frames, which are created by this preliminary work and, as it turned out, speech learning comes with more flexibility and social repercussions, than when they work only along the line of behavior correction.

Music communication therapy is suitable for any child with autism, regardless of the severity of the impairment or the level of intelligence development.

Holding therapy – “forced support” as a method was first proposed by M. Welch (1983). This method consists in an attempt to force, almost violent formation of a physical bond between mother and child, t. To. it is the absence of this connection that is considered by the proponents of this method to be the central disturbance in autism..

Purpose of holding therapy – break through the child's rejection of the mother and develop in him the feeling and habit of feeling comfortable. This approach also includes a lot of work with parents to explain the need for accustoming the child to contact with increased inclusion of tactile sensations until then, until he feels the pleasure of such communication, despite their initial reluctance. Experts advise mothers to talk about their feelings during tactile contact with a child, including even showing anger at his resistance.

There are systematic holding exercises, daily, and specially organized exercises, which are carried out in a state of excitement in a child or due to any other changes in his emotional behavior. In the first months of a child with autism, these exercises are extremely unpleasant., and he resists until then, until exhausted. It is extremely important to overcome children's resistance, which is a critical period for the further effectiveness of the therapy being undertaken. The authors of the method consider, what for, to feel comfortable, you have to feel uncomfortable. And for that, to feel secure, need to experience a state of insecurity. The mother must clearly control and prevent, on a verbal and effective level, any attempt by the child to harm her., but at the same time she must keep exercising. This is precisely the duality of its role.. On the one hand mother, should give the child a sense of their uniqueness, and in this respect to show himself as a strong personality, on the other hand, – she should act as a protector. Lesson with the child ends after, How did the parties come to an agreement?, that is, after, how the child went through the stage of exhaustion and submission, which allowed the mother to provide the child with comfortable conditions of rest or quiet short play. She herself at this moment is in a state of exhaustion, both physically, as well as emotionally. This activity usually takes at least an hour., and often much more.

Undoubtedly, joint experience of mother and child, acquired in the course of such studies, creates a growing sense of mutual affection and, as a result, reinforces the corrective impact on the child. Holding therapy causes a lot of controversy among specialists and is currently not evaluated unambiguously.. For our part, we can point out, what holding therapy, carried out in accordance with all the rules and supported by other forms of work (proposed B. M. Bashina), really gives very good results.

One of the most important areas in correctional work with autistic children is, according to R.. TO. Ulyanova development of general and fine motor skills. This is justified by, that virtually all autistic children have some form of motor impairment: general awkwardness, poorly coordinated gait, kids can't jump, stand on one leg, unable to step over an obstacle, throw the ball at the target, catch him. Subtle purposeful movements (not nanizyvanie, balls, pyramid rings, mosaic folding, trying to put flowers in a vase, threading even into the large eye of the needle, button fastening) cause great difficulty. Children have a sense of rhythm, they find it difficult to walk to the music, move under it. Most of them lack self-care skills.

Autistic children experience particular difficulties when mastering graphic skills.. Uncoordinated hand movements, which leads to distortion of the lettering, to uneven pressure, uneven arrangement of letters in a word.

To correct general motor skills, it is recommended to use a wide variety of exercises.- running, jumping, somersaults and t. d. Exercises can be carried out both in a sports complex, as well as in nature

Also a variety of outdoor games are good. – slope running, log walking, peekaboo (hide behind a tree), throwing cones at the target, games “Who will throw higher?”, “Who will throw more accurately?” (gotta hit the tree). It is useful for autistic children to be and move in the water.

Physical exercise should be included in the overall schedule of the child's day..

Exercise is introduced gradually. for example, to teach ball, First you need to play with a balloon.

Having mastered ball games, child learns to throw a ball, roll it, catch, basket, through the hoop, at arm level, knock things off the wall – cardboard apple, circle, throw the ball over the string, knock down skittles.

Playing with the child in any sports game, an adult must take into account the motor awkwardness of the child and imperceptibly help him.

Classes are held in a friendly atmosphere., children should experience only positive emotions. This can be facilitated by the use of verses, counting rhymes, song,

The first interaction with an autistic child is based only on his interests. Children often show an interest in small bulky objects.. Sprinkling peas, you can simulate falling drops, accompanying the action with simple verbal accompaniment.

Very useful actions with plasticine, at the same time, attention should be paid, so that as a result of an activity that is simple for a child, some kind of craft is obtained.

Easy to make and beautiful crafts, combining plasticine with natural material (month, acorns, berries, watermelon seeds, maple lionfish, leaves, cones, chestnuts, etc.. d.), usually arousing interest in the child.

Various finger games are also widely used., play in “magic pouch”, stringing beads, manipulation of small objects.

Children with more severe fine motor impairments may be given spoonfuls or scoops of peas., cereal from one bowl to another: the child can be occupied with playing with sand on the playground.

Work with paper is of great importance for the development of fine movements.. First, paper properties are jointly studied: paper is wrinkled, torn, develops, cut, it can be glued. Next are various paper games., crafts are made.

Noted, that many autistic children, overcoming serious difficulties in motor skills, can achieve a sufficiently high degree of organization of activities, which creates the basis for more successful schooling.