"integration of children with autism in the teaching environment." Sensory integration of children from races in the educational process

The child is 2.3. I received a child at 5 years old - vocabulary 0-16. Of these - 4 verbs. Complete misunderstanding of speech. Hysterics, angry fits, hitting the floor with all parts of the body. Walking down the street, I looked only at my feet. In order for her to look at something, I had to take her head, turn it in the right direction and wait for her to at least look in the right direction. She ate only certain foods and did not recognize any changes in them. She simply stopped eating. Complete non-contact with people of any age (children, adults, men, women, grandmothers). The diagnosis was RDA, UO with organic damage brain, ZRR, ZPPR. I was diagnosed with disability immediately. At the moment - 10 years. He is registered with a psychiatrist. Takes periodic courses of medications. She studies at a school for children with mental retardation. But for the rest - she reads, sews, plays, has gotten used to communicating and playing with children, is good at counting - there are no problems with examples, but with problems it is much more difficult. By the 3rd grade, she began to retell what she had read. Although at the age of 7 I could not tell the fairy tale about the chicken Ryaba. Moderately obedient, moderately mischievous. She likes to do something in the kitchen, she learned to use kitchen scales, although she does not measure weights and lengths, etc. were very difficult and not entirely conscious. So don't despair. Just move on. Yes, you will spend a little more time mastering something, but the result will be there. They love her at school. Read the book at the link and rummage around on this site in the library. Autistic children are complex, but very beautiful, and the more valuable the return from them is. Good luck to you. If anything, write, I’ll send you more links on autism.

Autism - there are certain signs. The child is afraid loud noise? On autism, of course, it makes sense to read, but I would advise BEFORE reading about hospitalism and the characteristics of the behavior and development of children living without a mother in an institution from 7 months.

Discussion

Autism has certain signs. Is your child afraid of loud noise? Is your child prone to repetitive movements? Does the child follow rituals? Is your child selective about food? Does your child hit hard objects?

There are a number of diseases that have symptoms similar to autism, the most common being maternal separation syndrome and hospitalism. It manifests itself precisely in detachment from reality, delayed physical development, etc., you can read online

There are also food intolerances, putting the child into a drug-like trance.

And sometimes children are injected with drugs so that they do not make too much noise and disturb them.

I took a non-ambulatory, apathetic 2-year-old child who was barely developed for 11 months. After a year at home he became developed for a good 11 months. After a year and a half at home, he began to speak, collect pyramids, and was generally developed for a good year and a half. We continue to work.

I highly recommend -
1.visit your child a lot and often. A couple of weeks, several times a week. And watch how the situation develops.
2. without pyramids. Take with you different cars, soap bubbles, balloons, musical toys and simplest things! musical books with buttons, a drum, a whistle from which it is very easy to produce a sound.
3. Call thematic psychologist Tatyana Dorofeeva at Parent Bridge in St. Petersburg (there is a website). Consultations for host families are free. She is very competent and good specialist and a nice person. He can advise you.
4. You can show the child to a neurologist and psychiatrist, only those who are familiar with thematic children.

Good luck! Children in DR are often deprived and may not make contact, especially for the first time. BUT - autism is a serious thing - so watch how the situation develops and get advice.

Section: Parental experience (autistic child 8 years old). Where do children with autism go after 8-10 years? There is practically no communication, almost no self-service skills. So that's why it covered. We walk quite a lot, but I don’t see such children at all.

Discussion

They live on. We are 12 years old, studying in correction, when we went to festivals, city holidays, where there were correctional schools - any number of guys with fingers in their ears, quietly buzzing, etc. It is more difficult to go out into the public with a grown child. We go to classes, excursions, to the theater, but Denis’s behavior allows this. It should be noted that getting used to transport and forming a stereotype of educational behavior required a lot of effort. Bring your son back, help him, look for him. These children can bring a lot of joy.

It rarely happens that appearance you would immediately understand and notice.
It seems that I read a lot, saw children, the child herself is not without problems (it was worse), I come to a friend, talk to a 14-year-old boy, then she reports that he officially has autism. I was very surprised. He studies in college. school, drives himself, washes floors at home, carries groceries, etc. I realized that I had problems with my intellect, yes, but my autism did not surface. So they don’t disappear, they just don’t catch your eye like other special children.

To mothers of autistic people and those in the know (long). Autism. Other children. Autism is not a disease, it is a developmental disorder. The behavior of children with autism is also characterized by severe stereotyping (from complex rituals) and often destructiveness (aggression...

Discussion

During my absence the discussion developed. I’ll try again to emphasize some points that seem to me to be misunderstood. There really is a difference between autistic and autistic. We are very lucky - we have a wonderful mixture - hyperactivity, lack of speech, and far from excellent understanding of it (abstract things are beyond our understanding), and neurological problems Same. Conversations about good behavior are fruitless, to my great regret. Standing in the corner is a continuation of the game for him... We have been working with ABA therapists for almost 3 years, yes, they are not certified, but, in my opinion, there are none in Russia. We are trying to transfer his aggression to something else. When he gets angry in class because he can’t do something, you can slip him a ball so that he can crush it. Sometimes it works. BUT the situation there is a little different, he actually studies with pleasure and critical moments do not arise so often. We tried to voice the emotion, so he basically repeated it, like, “I’m angry.” Well, he says this phrase, but the word means nothing to him: (It doesn’t convey his feeling. I, an adult and a person who controls his behavior, sometimes have the desire to slam the door or crash a plate on the floor if they don’t really understand me. Well, This is a child who cannot convey his feelings and sensations to us in any other way.... He wants to show that he is dissatisfied, but he has no other ways... I don’t think I wrote anywhere that starting tomorrow I’m putting him on antipsychotics and I don’t plan to do anything else... especially since I’m NOT going to put him in the hospital. I have experience of being in a hospital for a mentally healthy person, but. small child, one day while I was collecting tests - it was a depressing sight. I won’t give this baby away; the disadvantages outweigh all the advantages for me. I'm wondering if anyone has had experience using some kind of medication that I don't know about yet, which would smooth out the "violent manifestation of feelings" a little. After all, I still can’t change some situations.

I have an autistic child, 6 years old, we also apply for disability through the 6th hospital. I was there in July-August, in the 2nd department. To be honest: I didn’t see anything terrible in the hospital. Very good teachers, they try to get the children to talk as best they can. After the hospital, Tim began reading poetry - I had never heard him say this before, repeating movements, and, most importantly, he really wants to go to the garden. Everyone asks when it will go. The previous attempt to go to the garden was very unsuccessful. In general, this department - I don’t know about others - looks like a very good one kindergarten. I have never seen anyone rushing around with children like that.
As for the medication load, I didn’t notice any difference. Neither for the worse nor for the worse better side. The effect of the drugs is noticeable after a long time.
I don't regret giving birth to the baby. He noticed the children there and is now trying to “make contact.”
Another positive side, very important for us, is that he began to sleep there by the hour. This is so convenient when the child is already asleep in bed at 9, previously he was hanging around the house until 12.
The only thing is that my child is quite calm, he hits rarely and lightly, and the aggressive ones, who cannot handle other children, are put in an “observation room”, alone. It's probably not great.

In general, children with autism often have impaired sensory perception. We have special therapy for them in Israel, which also includes games with Autism - diagnosis and treatment in Israel. Treatment of autism method cranial therapy. Holidays with a child in Israel: prices, sea, excursions...

Discussion

We went to the sea 3 years ago. I chose the city of Yeysk. We rested at the Priboi camp site. Everything went great. True, we didn’t take pills at that time. And today we are already 14 years old. Like this.

Maybe it’s too late for me to wedge myself into the topic, but we are also not allowed to go to the sea, why? Because we drink psychotropic drugs and we can’t sunbathe maybe side effect Our doctor explained it to me this way. Maybe you have the same problem. Larisa.

Discussion

autizm ehto ne prosto zamknutost", vy srazu uvidite autista, ne sputatesh" ni s chem, tak chto ne perezhivajte

depending on what age the baby is?. if up to two years, then you don’t have to worry too much - normal psychiatrists won’t write that. perhaps the child recently came from a dysfunctional family, or is still under by action. stress. in children's homes they like to make diagnoses by eye, and in this case, the child’s inability to establish productive contact most likely provoked such a conclusion. In short, you need to personally communicate with the baby. If something alerts you, you will think. if everything is ok. - it’s not worth thinking about.

Yesterday we were at the neuromed with Tsirkin. Autism. Other children. A young woman who suffered from schizophrenia told me about her feelings from rispolept. Her voices disappeared and her ability to draw logical conclusions also disappeared.

Discussion

I thought for a long time about what and how to write. All the following -
this is just my experience.
psychiatrists don’t like autism because they understand little about it. Because this diagnosis is made VERY rarely, and they started making it quite recently. Everyone has always been rowed to the “queen’s advice...” ugh, Russian psychiatry - namely early childhood .schizophrenia.what diagnosis we successfully got at 6 and spent almost 1.5 years on heavy antipsychotics (started with razine, ended with halaperidol). for a minute - the child is not aggressive, there is no self-injury and there has never been any, in principle he is quite easy (depending on what, of course, you compare with).
These 1.5 years have been completely erased from rehabilitation. those. if you treat autism like schizophrenia, for which antipsychotics were invented... personally, we received nothing but harm to health and lost time.
Please note that I am not saying that schizophrenia does not exist and does not need to be treated, or that there is no such condition as autism within schizophrenia.
BUT! When you come to a doctor, he MUST make a diagnosis and prescribe treatment - otherwise why did you come?
Now we have classes + a neurologist + a homeopath just recently joined us. The most important thing is that he is making progress, and it is visible not only to me.
In general, in principle, autism has a lot of causes, and searching for them can be VERY LONG AND EXPENSIVE. If you find them, consider yourself lucky.
genetics, diet, psyche-atria - each helps in its own way, but no one can tell you what exactly will help you:(((.
and if someone says that yes, just pay and everything will be super, run right away. This doesn’t happen.
It’s worth paying only for good classes that are right for you. Well, decide for yourself what kind of medicine you use, but I wouldn’t take antipsychotics at three years old.
There are still a lot of problems with biomedical treatment. I haven’t figured it out, because IMHO, I don’t see mine having any problems with food, etc. - I always ate everything without selectivity and confusion. IMHO, if there is selectivity in food, or do you really see that something blows the child’s mind away - it’s worth digging there. We don’t have that and didn’t have it - well, I didn’t.
again, IMHO, it’s worth visiting a geneticist, we did. You tested for the gene syndrome negator, you didn’t take the exchange exams, our neurologist said it’s not worth it. I believe him.
here are some more good links
http://www.osoboedet-stvo.ru/x/viewthread-.php?tid=613

About Martens.
We were treated by him. (Tracheitis and chronic laryngitis). absolutely no results. It's hard to communicate with him. When the drug is not suitable, you call him (each call was a feat for me), he prescribes the next one, when the next one is not suitable, he starts accusing you that the type of child was described incorrectly, etc. etc., and then he goes to Nepal and you can’t get hold of him at all.

but he helped my friend’s children from the first time they took the balls.

Section: Autism (what autistic people grow up to be). My child is autistic! Very good feeling rhythm and plasticity (with poor coordination of movements, i.e., for example, getting into something is not a problem, but getting down from there is almost always accompanied by hysteria) Translation of aggression...

Discussion

You need to treat the child and concentrate your efforts on this.
From your questions it is clear that everything is not so bad for you, so look for ways to fight this disease, and not just how to live with it :-)
Good luck!

1. how to live with this further? What do they grow up to be - autistic? what can we expect from the future?
For everyone who will tell you... autists are so different, some will be able to adapt to society, others will not.
2. what professions are suitable for them?
There is a stereotype that all programmers are autistic. But at the same time, autistic people often have problems with mathematics. In general, don’t think about professions when you’re five years old, solve more pressing problems..
3. can they coexist in an ordinary team? (in a regular school, for example)
Yes, such cases exist.
4. can they play sports? What sports are best for them?
5. ADHD and autism - are they mutually exclusive or can they exist together in a person?
can
6. He constantly needs to touch everyone, “poke”, hit on occasion - what to do with this? (this is probably the most big problem at this stage)
To strike is to calmly but decisively stop. Poke - turn into a game. To touch - to turn to one’s advantage, to touch in response, to make a joke, to use for the purpose of developing communication, to try different reaction options.
7. How appropriate is strictness in raising autistic people? In general, how “educable” are they?
Appropriate, but for each child in an individual size. We are raised like all other children.
Work towards setting the right boundaries, some things are categorically forbidden, some things are always possible, and some things are possible or impossible depending on the situation, this is where the fun begins, this is material for learning to communicate. Teach your son to communicate first with loved ones, and, if possible, with strangers, gradually expanding the circle.

http://www.vera-i-svet.ru/
“Faith and Light” are communities for mentally retarded people, their parents and friends, the purpose of which is communication, friendship, in a word, building human relationships and social ties between a mentally retarded person and society in a variety of ways, including through the Internet.

Sensory integration is very necessary, simple and correct therapy. Books about this technique are often complex. My son and I practiced this technique ourselves. And with the help of specialists. This therapy gave us a significant effect and helped relieve many problems.

95% Autistic people have sensory processing disorders. They perceive one thing too sharply and do not notice the other. My son had multiple sensory impairments and could not hear or understand speech. I was afraid of musical toys. Didn’t feel pain (didn’t notice the first degree burn, ignored bites and injuries). I was afraid of coups, of being upside down. Covered his ears and hit himself on the ears, avoided any physical activity, was awkward and clumsy...

ESSENCE sensory therapy : The environment presents us with different sensations. It is these sensations, as well as our reactions to them, that cause the brain to develop! In autistic people, something has gone wrong, something has gone wrong, we need to restore these damaged information input-output pathways, and then development will take a more correct course!

PURPOSE OF SENSORY INTEGRATION reducing or, conversely, stimulating the child’s sensitivity and assisting him in correct processing information. For example, if a child has difficulty with the sense of touch, therapy will involve feeling different objects that feel different to the touch.

Why do children with autism have sensory problems?

The sensory signal is not “registered” by the brain properly, so the child does not pay attention to some things, and reacts too sharply and sharply to others.

- poor modulation of sensory signals, especially vestibular and tactile: because of this, gravitational uncertainty or tactile hypersensitivity develops.

- the area of ​​the brain responsible for the impulse to action and MOTIVATION malfunctions: because of this, interest in activities that are usually considered “childish” and useful is suppressed.

Nowadays, the problem of sensory integration in children is especially acute. Modern children have sensory overload of vision and hearing (TV, tablet) and sensory hunger for everything else.

WHAT TO DO: gradually train what lags behind, is not perceived correctly, causes discomfort!

Stimulation exercises according to this method are carried out 2-3 times a day, the exercises are gradually complicated, and new types of stimuli are introduced.

Sensory integration may in some cases be more effective than drugs and systems of rewards and punishments.

REMEMBER. Sensory development forms the foundation of a child’s overall mental development; correct perception is necessary for a child to successfully learn. Our task is to relieve sensory problems and provide opportunities for physical development!

Most of the time we develop our son this way.Anything can be developed. Whatever. Almost everything that surrounds the child and is created for the child can be used. Toys and exercises, equipment and just movement. Maybe you think it's just a GAME. Entertainment. But this is exactly how children DEVELOP. By training motor skills, balance, equilibrium, comprehensively developing and strengthening and making your child laugh, you are doing him a WELL. It is very useful to jump (likfora), it is very useful to be agile. It’s no wonder that fine motor skills are directly related to speech. Gross motor skills are very strongly related to overall development. The more the child is exposed to air. Far from your laptop, tablet, phone, obsessive actions, closet doors and your beloved Thomas. So much the better. The more diverse your sensory and general development. The more chances!

Eat special exercises, activities, tasks and ways to stimulate and develop sensory and physical development. Sensory integration has become the main focus of our recovery (together with vitamin and honey therapy) and our primary task. We still spend a lot of time and attention on sensory development. And we see the result. We learned to ride a bike, we jump high and far, we are interested in a lot of things and a lot has begun to work out!

The preschool period brings significant changes to the lives of children, including those who suffer from serious and multiple mental disorders (autism, Down syndrome, childhood cerebral palsy etc.), who undergo rehabilitation education at the Orfeu Pilot Complex of Medical Pedagogy. Correctional therapeutic work has shown that the child overcomes various obstacles, including by going beyond the narrow family boundaries.

It is known that people are not endowed with the same abilities at birth; they do not have the same conditions for development and manifestation. Each person is born and develops in such a way that he has some relatively general psychophysical characteristics, but also certain individual psychophysical, and, in particular, mental characteristics that make up his personality. Psychophysical inequality does not lead to inequality of chances for development, and differentiated and individualized treatment can have a beneficial effect on the development of the child’s personality.

The principle of differentiated and individual treatment of children is intended to ensure unity between the particular and the general in education, between the subject and the object, between the strategies of group and individual education. This especially applies to children with autism, Down syndrome, and cerebral palsy.

Autism is a pervasive developmental disorder. It is characterized by a decrease in the ability to socially interact and communicate. Symptoms usually appear before age three. According to many scientists, about 75% of people with autism also have mental retardation. Sometimes the baby seems different from the rest from birth: he does not react to people or toys, and fixes his gaze on a certain object for a long time.

Another important and permanent feature childhood autism - speech impairment, the baby makes strange sounds, the meaning of which is difficult to understand.

Experts believe that autism appears primarily in the first three years of a child's life. Its cause is neurological disorders that negatively affect brain function, as well as communication and the ability to live in society.

In search of a formula for success

The rehabilitation educational process of children with manifestations of autism or autism spectrum disorder (ASD) includes the development and establishment of tasks that contain two main therapeutic areas:

Aimed at the problems of pervasive developmental disorders;

A rehabilitation process that involves previous therapeutic intervention and integration of a child with ASD into an adequate educational program.

Therapeutic activities in the case of autistic children involve the development and stimulation of social integration skills, self-care, speech skills, and behavior.

Experience has shown that all attempts to integrate a child with symptoms of autism into a regular institution indicate that the formula for success has not yet been found. One of the options for integrating specialized psychopedagogical and medical care for children with autism preschool and school age is the Complex of therapeutic pedagogy “Orfeu”.

Psychological, pedagogical, sociological and medical perspectives are among the most important in the process of school integration / kindergarten-school/. The process of integrating children with autism into preschool groups should take place in accordance with a well-designed program that has a clear structure and that takes into account the children's behavior. As studies conducted by scientists Doru-Vlad Popovic and Raluca-Silvia Matei (2007) have shown, from the point of view of the methodology of education and rehabilitation of autistic people, there are several important issues, including contact with autistic children. The first step is to find a place where the autistic child can avoid direct contact.

Communication with an autistic child should be carried out taking into account several significant points:

- Avoid looking the child directly in the eyes;

- a psycho-pedagogist, teacher should speak in low tones and good-naturedly;

- avoid orders.

Two-way relationships between a child and an adult are best supported under the following conditions:

1. You need to approach the child from the front, and not from the side or behind.

2. Try to approach the child at eye level.

3. Touching a child should be preceded by explanations using various methods of communication - words, signs, drawings.

4. Tactile activities should be preceded by gradual touches.

5. The psycho-teacher/educator must first illustrate the actions using his own example.

6. The difficulty of activities should be increased gradually to stimulate the child's confidence (as well as tactile stimulation).

7. Hugs should be used to positively reinforce the child's progress.

Basic therapeutic methods, most often used when working with an autistic child:

— methods of sensory stimulation (mainly tactile);

— play therapy – ludotherapy;

- art therapy - music, drawing, dramatization;

— techniques for organizing the educational environment.

Along with cognitive and educational activities within the framework of a preschool institution, it is also necessary to carry out activities with the child to form personal autonomy, cognition environment, socialization, speech therapy, kinetotherapy, occupational therapy.

These activities should focus, depending on a number of physical and mental qualities of the child with autism, on:

Ability and willingness to communicate;

Carrying out activities that promote personal autonomy;

Availability of adequate situational behavior;

Having the ability to correctly relate oneself to a group and correctly convey a cognitive and psychomotor message;

The ability to analyze and evaluate individual activities and completed work.

Mental age and severity of autism symptoms are the main indicators on the basis of which predictions for integration into preschool/school institutions can be made.

An important condition for integrating an autistic child into preschool groups is consultation with the family.

Inclusion and rehabilitation autistic child in preschool groups is a complex interdisciplinary process and is based on the teaching of various behavioral skills within the framework of a comprehensive and individualized curriculum. If preschool institution it is not possible to carry out the above actions, to create optimal educational and affective conditions for the autistic child, integration often becomes challenging task and leads to the reinforcement and occurrence of unwanted behaviors.

So, teachers and medical staff The Orfeu pilot complex of therapeutic pedagogy takes into account the mental and physical characteristics of each autistic child, as well as the severity of the disability. Bilateral adult-child relationships are carried out taking into account the specified characteristics and conditions, in order to increase the effectiveness of therapeutic and recreational activities. It should also be noted that a child's progress is only possible through partnerships between professionals, family and community.

A. Denmark, teacher, doctor of special psychopedagogy;

I. Terita, Deputy Director of the Pilot Complex of Medical Pedagogy “Orfeu”

O.A. Averina, teacher-defectologist

M.N. Tomilova, teacher-defectologist

Many researchers in the field of psychology and pedagogy emphasize the importance of developing sensorimotor skills in children preschool age.

As is known, the primary elements of human mental life are sensory images. The term "sensus" is translated from Latin as "sensory perception".

Numerous studies and observations have shown that disruption of the flow of information into early childhood leads to delay mental development. We can conclude that sensations are both the main source of knowledge and the main condition for its mental development.

The brain and mental activity are extremely intertwined. Our feelings, thoughts and actions can only manifest with the help of difficult work brain, but if this work is difficult, then we can say that the child has a disorder in the processing of sensory integration.

What is integration?

Integration- a type of organization of something. To integrate means to assemble or organize different parts into a single whole. When something is integrated, its parts work together as one system. Central nervous system, and especially the brain, are designed in such a way that they can organize countless pieces of sensory information into a coherent system.

Sensory integration is the arrangement of sensations that will then be used in some way. Sensations give us information about the physical state of our body and the environment. They flow into the brain like streams flowing into a lake. Every millisecond, our brains receive countless pieces of sensory information—not just from our eyes or ears, but from our entire body. We also have a special sense that detects the effect of gravity and the movement of our body in relation to the ground.

Sensory Integration:

• is an unconscious process occurring in the brain (we don’t think about it, just as we don’t think about breathing);
• organizes information received through the senses (taste, sight, sounds, smell, touch, movement, gravity and position in space);
• gives meaning to the sensations we experience by filtering information and selecting what to concentrate on (for example, listening to the teacher and not paying attention to street noise);
  • allows us to act and respond meaningfully to the situation in which we find ourselves (adaptive response);
  • forms the basis for theoretical training and social behavior.

When working with autistic children, the issue of sensory development of such a child becomes especially relevant.

Early childhood autism or EDA, What is this? Disease or features of mental development? In domestic and foreign psychology and pedagogy, autism is considered as “extreme loneliness.” Modern technique The study of autism is not limited to any one area. Of great importance integrated approach- research by psychologists, speech pathologists and other specialists. Autism is a disorder of the brain that has always puzzled parents and specialists. Autism is characterized by many symptoms of sensory processing disorders that are also observed in other children with sensory integration problems. Interacting with physical world, such children experience significant difficulties: their ability to interact with the environment is very weak. However, a child with autism faces additional sensorimotor difficulties and problems in other areas.

A diagnosis of Autism is given to children who have the following difficulties:

• Difficulties related to social interaction;
• Difficulties related to social communication;
• Disorders of imagination and symbolic play.

These difficulties are called the “triad of impairments.” This diagnosis is made when there are difficulties in all areas, but it does not reflect the mental side of development, but describes the extent to which the child exhibits autistic behavior.

In addition to problems with communication, language development, and behavior, children with autism often show signs of severe sensory integration dysfunction.

Year after year, sensory integration therapists report that their clinical practice The number of children with autism is increasing. Children with autism have difficulty localizing tactile stimuli and understanding where their hands are if they cannot see them. Motor planning also fails. Postural responses (reactions) in a child with autism are not very well developed, but still better than in other children with sensory integration disorders. This means that the brainstem normally processes the proprioceptive and vestibular sensations needed for many postural responses. It is also likely that they are functioning normally nerve pathways, carrying information to the sensory areas of the cerebral cortex. The problem is rooted somewhere else, the problem is occurring in some other part of the brain.

There are three types of poor sensory processing that are common in children with autism. Firstly, the sensory signal is not “registered” by the brain properly. Secondly, there is poor modulation of sensory signals, especially vestibular and tactile. Thirdly, the area of ​​the brain responsible for inciting actions, especially new ones, or changing actions, malfunctions.

There is an area in the brain (the limbic system) that “decides” which sensory impulse to register and present to our attention. Children with autism have poor functioning, so they don't notice much of what other people notice. The worse this area of ​​the brain functions, the more difficult it is to help a child with autism acquire the skills needed in daily life.

In addition, in autism, the brain usually not only does not register, but in some cases does not modulate sensory signals, especially vestibular and tactile. Refusal to move and gravitational uncertainty are far from uncommon here - due to the lack of modulation of vestibular sensations. Some children with autism love to swing, spin, jump or climb, while others are afraid and avoid moving or unstable play equipment.

The inability to capture sensations from the environment does not allow them to be integrated in order to create a clear “image” of the surrounding space and one’s relationship with it. The process of combining all sensations into a single one and forming a visual image of the environment takes a lot of time, but even if this process is underway, the “image” can still turn out blurry. This is why a child with autism refuses to wear a new sweater: he has not yet developed the usual “image” of a sweater.

If the “recording” of sound impulses is of poor quality, speech recognition is also limited. Something similar happens when there is inadequate registration of sensory signals coming from the skin, muscles, joints and vestibular system: in this case, a fuzzy diagram of the body emerges. The lack of reliable neural models of both oneself and the surrounding world interferes with the development of relationships with external environment. Motor planning suffers, since a person does not feel his body and what he is doing. If sensory integration disorder severely limits physical and social activity, emotional development is also going down the wrong path.

One of the zones human brain is responsible for the desire to initiate an action, respond to a sensory stimulus, take on something new, or change the type of activity. In children with autism, their own “want” is as poorly developed as the system that registers sensations. It’s not that the child does nothing - he is not able to take on anything meaningful and constructive. The game comes down to a set of simple, repetitive actions: holding a toy, lining it up in a row, or twirling objects in your hands for a long time. It doesn’t occur to him to perform more complex actions, and he doesn’t want to copy others’. If he has sufficient motivation, he is able to “turn on” the “wanting” system, and then complex actions that require motor planning, for example, overcoming an obstacle course, become available to him. However, this system is almost always inactive, and the brain only sometimes decides to do what it is capable of.

When offering something to a child with autism, do not forget that although he has the motor ability to take advantage of what is offered, his “wanting” system can block something new or change the type of activity. Until the vestibular signals become comfortable and pleasant, it is logical to expect that the child will resist any attempt to involve him in games that require changes in body position and active movements.

Poor processing of sensory information interferes with the development of motor planning in its various aspects. On her “conscience” is the inability to understand the meaning of an object perceived visually, the lack of a reliable internal “map” of the body necessary for planning movements, the inability to determine possible benefit object, resistance to participation in purposeful activities, changing actions, performing unusual tasks, lack of positive emotions from games and activities. Children whose brains are good at processing sensations and planning actions can do things for pure pleasure, but this is not typical for a child with autism.

In the case of autism, the goal of sensory integration activities is to improve the processing of sensory information to more effectively “register” and modulate sensations, as well as to help form simple adaptive responses as a means of organizing behavior. If these activities prove effective, they will significantly improve the child’s life, but to date, no type of activity can “cure” autism. By working with these children, we gain knowledge about how they process nerve impulses, and find new ways, ways to “reach out” to them.

Literature:

1. Kranowitz, K.S. Unbalanced child / K.S. Kranovitz – St. Petersburg: Editor, 2012. – 396 p.
2. Nishcheva, N.V. Sensorimotor development of preschool children / Comp. N.V. Nishcheva. - St. Petersburg: CHILDHOOD PRESS, 2011. – 128 p.
3. Iskhanova S.V. System of diagnostic and correctional work with autistic preschoolers / S.V. Iskhanova - St. Petersburg: DETSTVO-PRESS, 2011. – 208 p.
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The Good Word Center offers assistance in the rehabilitation of children with autistic disorders. One of the techniques we use is sensory integration of children. This is an interdisciplinary direction, which is based on the principle of ordering and interaction of incoming impulses from various spheres that surround the child. If you contact us, specialists using this technique will be able to form the basis of a system of correct perception, on which the entire sensory sphere of the child will then be based: speech, sounds, tactile sensations, food, emotions, spatial orientation, the surrounding world, interaction with society and etc.
The word "integration" means the reconstruction of a whole from a mosaic of different aspects of perception. “Sensory” – everything that is associated with sensations and feelings. Consequently, the development of sensory integration involves the restoration of sensations and feelings that, due to autism, began to be formed with distortions.

Prices for Sensory Integration for Autism

A child who has difficulties with the sensory sphere becomes difficult and even painful to perceive sounds and noises, touches, and interaction with the outside world. He is forced to be in sensory isolation in order to survive in unbearable conditions. Learning also becomes impossible. Sensory integration disorder in children leads to delays speech development or lack of speech.
This problem can be solved at the Good Word Center. Experienced specialists examine your child, determine the severity of the problem and offer the most effective techniques rehabilitation.
Disturbed sensory integration of children is determined by the following characteristics:
insufficient or, conversely, excessive sensitivity to auditory, visual, tactile stimuli and movement;
disorders muscle tone;
too low or too high level motor activity;
impulsiveness;
poor motor coordination;
clumsiness;
fatigue;
difficulty concentrating;
refusal of social contacts;
speech development delays.

Sensory integration of children: rehabilitation techniques of our Center

The following classes are held for children with autism at the Good Word Center:
bioacoustic correction (hardware and software correction based on sensory stimulation of brain structures with sounds and sound complexes generated based on the child’s EEG in real time);
sensorimotor correction and integration (neurocorrection of spatial orientation, interhemispheric interaction, work with analyzers: auditory, visual, tactile);
kinesiotherapy and kinesioyoga (sensory integration based on motor exercises, feeling oneself in space and improving the functioning of the respiratory system);
sensory body massage (healthy sensory massage using balls, contrast materials);
sensory speech therapy massage(massage for expansion food menu child with autism);
ART therapy (classes to improve the perception system using music, vocal, and fairy tale therapy);
dolphin therapy (on-site course of classes with dolphins in a dolphinarium at sea with the participation of specialist psychologists);
hippotherapy (on-site course with horses under the supervision of a professional instructor).

Duration and cost of classes on sensory integration for children

Sensory integration for autism at our Center is comprehensive and comprehensive. A long-distance team works with children the best specialists Russia. The center cooperates with organizations that offer methods that promote the development of children, such as dolphin therapy, hippotherapy, and bioacoustic correction. Our employees regularly undergo additional training to improve their skills. The center is constantly working to create new areas and types of sensory development for children with autism.

Children who undergo autism rehabilitation at the Good Word Center constantly attend intensive courses organized specifically for them. For parents, we are always ready to answer any questions about sensory integration in children and provide the necessary consultations, including online.