Prisustvo barijera koje onemogućavaju podučavanje dece sa autizmom
Sažetak
Cilj ovog istraživanja je bio ispitati učestalost različitih barijera sa kojima se suočavaju defektolozi u radu sa decom sa poremećajima iz spektra autizma (PSA). Uzorak je obuhvatio 53 ispitanika oba pola i različitog uzrasta koji su dijagnostikovani sa PSA. Instrument kojim je procenjivano prisustvo barijera u podučavanju se odnosi na Procenu barijera u podučavanju (VB-Mapp Barriers Assessment – Sundberg, 2008). U našem uzorku dobijeno je da svi ispitanici imaju izraženo prisustvo barijera u podučavanju, a kao najučestalije barijere ističu se zavisnost od podsticaja, teškoće generalizacije naučenog, problemi u socijalizaciji sa drugima, izostanak davanja odgovora na postavljeno pitanje, deficiti u zahtevanju željenih objekata, odbijanja ili izbegavanja rada i odsustvo sposobnosti imenovanja slika. Imajući u vidu dobijene rezultate, ističe se kao neophodnost izrada pristupa u radu koji bi doveli do otklanjanja navedenih barijera, odnosno izrada plana tretmana koji bi omogućio ukidanje svake od barijera u radu sa decom sa PSA, a samim tim i posledično omogućio viši stepen usvajanja novih znanja i veština od strane dece sa PSA.
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