Socio-pedagogical aspects of inclusive education of children in schools
DOI:
https://doi.org/10.20952/revtee.v15i34.17175Keywords:
pedagogy, special educational needs, autism, social functioning, emotional functioningAbstract
The article aims at comparison the impact of traditional and inclusive educational processes on the quality of life of children with ASD. All countries observe a tendency to increase the number of children with special educational needs. A special category is children with autism spectrum disorders (ASD). Such children are characterized by a pronounced lack of social interaction and ability to communicate. Therefore, it is important to investigate whether the processes of adaptation of such children in the conditions of inclusion and traditional education in special institutions will be equally effective. Such research remains relevant due to the lack of clear recommendations on how to organize the learning process and content saturation of individual training programs, as well as physical education tools that are effective in treatment and correction to improve the quality of life of program participants. As a result, all the features of the pedagogical process and socio-pedagogical support of children with special needs in schools were studied.
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