Prednosti i nedostaci nastave na daljinu iz ugla nastavnika, roditelja i dece s poremećajem iz spektra autizma – pregled istraživanja

Abstract

Cilj ovog rada bio je da se kroz pregled dostupne literature detektuju predno- sti i nedostaci nastave na daljinu tokom pandemije koronavirusa SARS-CoV-2 za decu s poremećajem iz spektra autizma. Sveopšte posmatrajući, stavovi roditelja bili su negativni, jer su oni osećali preterani umor i stres usled nemogućnosti da deci s poremećajem iz spektra autizma objasne gradivo na način na koji to čine nastavnici, dok je učenicima s poremećajem iz spektra autizma odgovarao ovakav vid nastave, jer nisu mo- rali da brinu o svom ponašanju u socijalnom okruženju van kuće. Nastavnici su prijavljivali visok nivo zamora, jer su dodatno morali da prilagode materijal deci s poremećajem iz spektra autizma i pripreme instrukcije za roditelje. Ovaj pregled istraživanja, kao i istraživanja koja će se u budućnosti spor- voditi, treba da budu čvrst oslonac za promenu prakse učenja na daljinu, ali i školskog okruženja koje nije uvek pogodno za osobe s poremećajem iz spektra autizma. Jedino integracijom pozitivnih i negativnih aspekata moguće je doći do adekvatnog koraka napred.

he main aim of this work is to show through available resources advantages and disadvantages of the process of distance learning for children with autism spectrum disorder during the coronavirus SARS-CoV-2 pandemic. Generally speaking, parents’ experiences were predominantly negative for they felt that the children with disabilities were overly tired and stressed out due to the inability of parents to teach their children with autism spectrum disorder the way their teachers usually do it. On the other hand, students with autism spectrum disorder liked distance learning because they did not have to pay attention to their behavior in social environment outside their homes. Teachers experienced high levels of fatigue and stress because they had to adjust the teaching material for children with autism spectrum disorder and to prepare detailed instructions for the parents. This overview of existing research as well as upcoming research should be a strong basis for changes in distance learning as well as school environment, which is not always suitable for children with autism spectrum disorder. Further advancements are only feasible after the integration of positive and negative aspects.