THE COLLABORATION BETWEEN EDUCATORS AND PARENTS IN EDUCATING CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

Autism spectrum disorder is a heterogeneous group of neurodevelopmental disorders characterized by persistent impairments in social communication and interaction (Zvicevičienė, Aleksienė, (2008). The causes of autism spectrum disorder remain unclear to this day (Grecucci, Siugzdaite, Job, 2016). Autism spectrum disorder can cause significant social, communication and behavioral problems. Children with this disorder are able to communicate, behave appropriately and learn, but unlike most other people, some need more help, and some need less . Autism spectrum disorder is widely known in the modern world, but not enough is known about it in Lithuania (Juchnevičienė, Mačiulienė, Juškytė, 2014). There is a lack of research that reveals the peculiarities of cooperation between parents and educators with children with autism spectrum disorder in preschool age. Only a harmonious cooperation between educators, parents and professionals can help children to successfully socialise in society (Pozo, 2017). Educators and parents are the two interfaces responsible for educating and preparing  the child for independent living. Their cooperation is essential and necessary, as educators and parents can only work together to achieve excellent results. A good relationship between educators and parents can strengthen the cooperation between parents and the pre-school institution, which is essential for achieving common goals. This is the reason for the relevance of the chosen topic.

Research problem: how do educators and parents work together to educate children with autism spectrum disorder?

Study object: cooperation between parents and educators

Aim of the study: to analyze the collaboration between educators and parents in the education of children with autism spectrum disorder.

Objectives of the study

1.To provide theoretical insight into the peculiarities of cooperation between educators and parents in the education of children with autism spectrum disorder.

1. To empirically identify forms and methods of cooperation between educators and parents in the education of children with autism spectrum disorder.

Research methods: analysis of scientific literature, structured interviews, qualitative analysis of research results.

The definition of autism spectrum disorder and the developmental aspects of children with autism spectrum disorder suggest that autism spectrum disorder is a multifaceted developmental disorder that impairs the child's physical and psychosocial functioning. Autism spectrum disorder manifests itself in a variety of ways: difficulties with language, communication, social skills, imagination and interests. For a child with an autism spectrum disorder, cooperation between parents, educators and professionals in the pre-school education process is essential and necessary to meet the special educational needs of the child. Educators and parents face a variety of cooperation problems, but each perceives them differently. The results of the study revealed that cooperation between educators and parents in the education of children with autism spectrum disorder in pre-school education is a significant and necessary process for the well-being of the child. Educators consider that the most acceptable and commonly used forms of cooperation to involve parents in the educational process are: individual conversations and meetings, joint events, festivals and outings, and, to a lesser extent, educational activities and meetings. Educators indicate the following methods and means of cooperation with parents of children with autism spectrum disorder: various meetings, conversations, emails, assessment and discussion of educational achievements.