Mogućnost inkluzivnog obrazovanja dece s poremećajima autističkog spektra

Abstract

Inkluzivna edukacija dece s poremećajima autističkog spektra nameće mnoge nedoumice vezane za kliničke manifestacije autističnog poremećaja koje mogu ozbiljno da ugroze obrazovni proces. Treba praviti razliku između terapeutske edukacije i obrazovanja shvaćenog u kontekstu ostvarivanja ljudskih prava. Ove dve paradigme proističu iz dva različita modela ometenosti: medicinskog i socijalnog. Široko prihvaćen socijalni model ometenosti nije zasnovan na terapeutskim pokušajima modifikacije disruptivnog ili antisocijalnog ponašanja i drugih atipičnih ispoljavanja kod dece s poremećajima autističkog spektra. Nasuprot tome, prema ovom modelu učitelji i defektolozi treba da obezbede visokoindividualizovanu podršku svakom detetu sa autizmom u cilju zadovoljavanja njihovih obrazovnih potreba. Nažalost, dugotrajni efekti inkluzivnog obrazovanja dece sa autizmom još uvek nisu ispitani na odgovarajući način.

Inclusive education of the children with autistic spectrum disorders imposed many doubts due to the fact that clinical manifestations of autistic disorders could seriously jeopardize education process. One should make distinction between therapeutic models of education and education as entitlement. These two paradigms originated from two different models of disability: medical and social one. Widely accepted social model of disability is not based upon therapeutic efforts to modify disruptive or antisocial behaviour and other peculiarities of the children with autistic spectrum disorders. On the contrary, according to this model teachers and special education specialists should provide highly individualized educational support for each child with autism in order to meet their educational needs. Unfortunately, long-lasting effects of inclusive education of the children with autism have not been scrutinized yet.