Problems of children with autism in school

Autistic spectrum disorder (ASD), like all types of disabilities, is very broad in terms of degrees and manifestation. So, as with the rest, the inclusion of children with autism has to be personalized, adjusted to their needs and always keeping in mind their well-being. We know that children with s

Autistic spectrum disorder (ASD), like all types of disabilities, is very broad in terms of degrees and manifestation. So, as with the rest, the inclusion of children with autism has to be personalized, adjusted to their needs and always keeping in mind their well-being.

We know that children with some type of autistic spectrum have altered social skills, are more sensitive to noise or social saturation and that produces a kind of anxiety that they try to reduce by stereotyping (repetitive movements). This introversion makes them methodical and sometimes it is difficult for them to respond to external stimuli.

We tell you what are the most common problems of children with autism in school.

How to help children with autism in school

However, the del child with autism aprendizaje learning should not be solitary, but we must create an inclusive atmosphere, understanding and discovering the communication of each student with ASD. In these cases a large dose of empathyis needed, to understand and accept as each child is. Because who has not felt misunderstood at some time? Perhaps for the correct inclusion of children with autism, we should leave aside the canons hitherto implanted in relation to an oralist interaction andencourage an interaction of pictograms and gestures

. Silent but effective communication to capture your attention. Making use of this pictographic communication system, we can also encourage interaction among equals, trying to make the group / class participate in the games with which the partner with autism usually plays, such as building games, puzzles, etc ... Always doing respect the space and rhythm of each child with ASD or without ASD. In this way we avoid a possible discomfort of the first.To achieve the participation and interaction of students with ASD

we have to respect their behavior patterns regarding time, rhythms and habits

given that, as we mentioned above, they are usually very methodical in how and in what order they do things. The fact of respecting this way of doing can facilitate their approach and interaction. Approach now more accessible thanks to technologies and the integration of augmentative and alternative communication systems in them. So, as we see, once again the game and the technologies make more effective the school and social inclusion of children with autism spectrum disorder junto, together with the adaptability and curricular adaptation to the needs of each student.