PEDAGOGICAL NARRATIVES ON THE SCHOOL INTEGRATION OF STUDENTS WITH AUTISM

Author: Maria Drossinou Korea 

ABSTRACT

The diachronic problem of educating students with autism is examined based on the individual portfolio of teaching work (Christakis, 2011). The purpose of the study is to understand certain pedagogical parameters that govern the pedagogy of school inclusion for students with autism. The research in the field of special education and training [S.E.Τ.] is a mixed theoretical and practical one. The research method was designed with the pedagogical tool ‘’T.I.S.D.I.P. of S.E.T.-ASDs’’ in 20 students. The data were collected using the methodology of observations of special educational needs [SEND] with certain protocols of SEΤ and the methodology of special teaching interventions with small targeted steps and with the help of artificial intelligence. The pedagogical theories were analyzed using the technique of basic theoretical fundamental analysis of teaching principles. They are referred on the Targeted Individual Structured and Didactically Differentiated Inclusive Pedagogical Intervention Program of Special Education and Training with emphasis on Autism Spectrum Disorders [T.I.S.D.I.P. of S.E.T.-ASDs]. The results of the research present the treatment of pedagogical problems in social behavior and academic learning difficulties in students with autism according to the methodological instructions included in the book of the Special Education teacher (Ministry of Education, Pedagogical Institute, 2009).

Keywords: school integration, students with autism, special education and training

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