Almanac authors

The Special Federal State Educational Standard Project for children with autistic spectrum disorders grounds necessity of wide spectrum differences in school education of children depending on each concrete child's state and abilities and contains detailed description of three levels of primary school education of autistic children.

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The history of clinical and psycho-pedagogical research on autism in this country during the last 45 years is analysed in the article. There are defined the stage of development of this theme mainly in the psychiatric area and the stage of medical-psycho-pedagogical study of autistic development at Research Institute of Defectology since the 70-s. There is briefly stated the model of autistic development as a profound pervasive disorder connected with an activity disorder and lowering of threshold of affective discomfort in the contacts of the autistic child with the environment.

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The work grounds necessity of creating the Special Federal State Educational Standard for special needs children, specifies key special educational needs of children with disabilities, describes briefly qualification and non-qualification versions of the Special Federal State Educational Standard.

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The publication covers the development of life competence of children with disabilities in connection with Special Federal State Educational Standards worked out by Institute of Special Education. Development of the worldview in the child with disabilities is primarily associated with the realization of Special Federal State Educational Standard section “Natural science and practice of interaction with the surrounding world.”

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In the review there are given briefly the main marks of development of clinical and psychological investigations of infantile autism since the middle of 20th century. Some paragraphs of the review are devoted to the developmental causes, age dynamics and prediction of the development, difficulties of the differential diagnosis of autistic disorders.

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Difficulties of the family bringing up an adolescent with autism spectrum disorders are presented. The nearest and dearest of the child do experience stress even in trouble-free cases due to the significant divergence of the child's intellectual development and advances in socialization. When the child approaches adulthood, their family faces a period not less severe than in the initial diagnosing, and such a family is in need of psychological support.

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This paper analyses the reasons and nature of the current crisis in understanding the clinical and psychological character of autism spectrum disorders that are often considered an array of syndromes that differ in their biological conditions, the expression of a disorder, and the help required. The paper discusses the fragmentation of the data accumulated in psychological studies, which hinders the creation of the whole picture of autism dysontogenesis. The author shows that the consideration of the traditions of Russian defectology can help separate autism spectrum disorders from other developmental issues, understand the specific logic of dysontogenesis, and identify the specific character of the correctional assistance required for autism. The paper presents the understanding of autism disorders as signs of mental development systematic distortion caused by extremely low stamina of a child, leading to deep maladjustment in interacting with the environment and people that pathologically changes the relations between intelligence and affect. The author substantiates the need for psychological assistance aimed at correcting the semantic basis of a child's relationship with the environment, outside of which the efforts to correct the cognitive skills have no practical significance. The recovery of child’s emotional unity with a close adult is singled out as the main condition for normalization of relationship with the environment and convergence of a child's cognitive development with typical trajectory.

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Four educational levels for children with special educational needs are briefly presented; all 4 levels are correlated with educational needs of various categories of special needs children.

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The main specific educational needs of autistic children are described. Four variants (qualification and non-qualification) of educating autistic children are grounded. Inexpediency of organizing special classes for autistic schoolchildren is emphasized.

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The article describes disorders of different sides of psychical development in autism, which have been presented in the researches in the last 50 years. There are noted basal energy insufficiency, activity disorders and extraordinary sensitivity of autistic children to the environment al irritants. Disorders in the cognitive sphere and in the social development, regulatory dysfunctions in autism, their relations with basal deficiency are analysed in detail.

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