Abstract:

Interference in early age in the education of children with autism spectrum disorder (OSB) is very important. One of these interventions, education through integration/integration involves the child’s training with his co-workers through some special interventions and has an accelerating and healing effect on the cognitive, linguistic and social development of such children. Through coaching/integration, educational practices are rapidly developing in the world and in our country on a growing platform in recent years. However, some problems may be seen in the process of application from time to time. The aim of this study is to address the problems arising from families and teachers from children through the process of education of children seen in OSB/integration. For this purpose, the area of education of children with OSB in the world and in Turkey is scanned and updated. The study included the definition of OSB, frequency of appearance, characteristics and general information about OSB. It is also defined by coaching/integration and referred to by coaching/integration in the world and in the field of education. Finally, the main subject of the study, the integration/integration, addressed the problems arising from themselves, their families and teachers of students who have and do not have the OSB in education. As a result, it has been shown that children with OSB have academically and socialization issues in the educational process, and that teachers who are involved in the process, children with typical development and their families do not have sufficient knowledge about OSB.

Keywords:

Abstract:

Early intervention is very important in the education of children with Autism Spectrum Disorder (ASD). Inclusive/integrative education as one of these interventions involves education of the child with her/his peers through certain specialized interventions and has an accelerating and reformative effect on the cognitive, linguistic and social development of such children. Inclusive/integrative education practices are developing rapidly in the world and also in our country in the recent years. However, certain problems may be observed from time to time during the implementation process. The aim of this study is to examine the problems arising from children, families and teachers in the process of educating children with ASD through inclusion/integration To this end, the literature on inclusive/integrative education of the children with ASD across the World in general and in Turkey in particular has been reviewed in order to provide up-to-date information. The article provides the definition and characteristics of ASD, the frequency with which it occurs along with some general information about ASD. Additionally, the inclusive/integrative education is discussed with emphasis on its definition and its status in the world and in the field of education. Finally, as the main subject of this study the problems arising from the students (with and without ASD), their families and teachers in inclusive/integrative education are discussed. As a result; it is concluded that children with ASD have academic and socialization problems and that teachers involved in the process as well as the children with typical development and their families do not have sufficient knowledge about ASD.