Izvleček
Učitelji vse pogosteje iščemo nove načine in pristope, kako vključiti učence z različnimi učnimi, čustvenimi in gibalnimi ovirami v vzgojno-izobraževalni proces. V prispevku predstavljam inovativni pristop k učenju in poučevanju ter seveda prikaz odnosov v skupini, kjer je prisoten učenec z Aspergerjevim sindromom. Sama sem se po dolgih letih poučevanja s tem srečala prvič, sem pa ob sebi imela pomoč šolske specialne pedagoginje, ki je učencu tudi trikrat tedensko nudila individualno učno pomoč. Namen prispevka je predstaviti primere dobre prakse, ki kažejo različne načine, kako lahko učence z avtizmom dobro vključimo v učni proces in jih navadimo, da se sami pripravijo na učno delo in igro. Ti učenci lahko uspešno soustvarjajo v pedagoškem procesu kljub svojim primanjkljajem.
Abstract
Adjustments for Working with Children with Suspected Autism Spectrum Disorder
Teachers are increasingly exploring new approaches and methods to include students with different learning, emotional and motor disabilities in the educational process. This paper presents an innovative approach to learning and teaching and an example of group relationships in the presence of a student with Asperger‘s Syndrome. After many years of teaching, this was the first time I had encountered such a situation. Fortunately, I had the extraordinary support of the school‘s special education teacher, who provided the pupil with individual learning support three times a week. The purpose of this paper is to present examples of good practice that demonstrate the various ways in which students with autism can be well integrated into the learning process and used to prepare themselves for learning and play. Despite their shortcomings, these students can successfully participate in the educational process.