| The Education of children with autistic perception | | | | learning objective differentiation. |
| is a special education task regardless of the | | | | Methodological-didactic openness, a continuous |
| particular type of school attended. | | | | interdisciplinary diagnostic process as well as the |
| An ongoing formal and informal evaluation of the | | | | consideration of the principles of capability, skill and |
| learning achievement through appropriate methods | | | | knowledge orientation are key factors when it |
| and systematic observation are vital to ensuring | | | | comes to the planning and implementation of |
| an optimal adaption of the subject matter. | | | | classes. |
| The special educational need for action arises | | | | It is of great relevance not to adapt the students, |
| from the altered development and living conditions | | | | who often learn with very individual techniques |
| of people with autism and becomes especially | | | | and modes of communication, to a |
| evident in the following areas: | | | | teacher-directed, passive learning model, but to |
| - The learning of socially appropriate behavior and | | | | allow them to active participate, pertinent to their |
| relationships. | | | | attained level of development, in the substantive, |
| - The development and differentiation of verbal | | | | structural, and qualitative composition of the class. |
| and nonverbal forms of communication through | | | | Educational prerequisite for these didactic |
| utilization of the positive effects of facilitated | | | | directives is an in-depth professional qualification of |
| communication. | | | | those educators who are involved in the |
| - The support of curiosity-oriented behavior and | | | | long-term education, support and supervision of |
| development of appropriate forms of action | | | | autistic children. |
| toward the social environment. | | | | For most children with autistic perception within |
| - Deliberate action-planning,-management and | | | | the special needs education the temporal, spatial |
| -implementation. | | | | and personal continuity and consistency as well as |
| So far, in respect to practical teaching work, no | | | | a multi-disciplinary advancement plan are essential |
| sole didactic-methodological approach is known | | | | conditions for the individual students' learning |
| being considered to be effective for the whole | | | | progress. |
| spectrum of students with autism symptom | | | | As a consequence schools are confronted with a |
| disorders. Rather, the motorical skills, | | | | series of special planning and organizational tasks. |
| psycho-motorical capabilities, cognitive abilities, and | | | | The primary objective is to provide the best |
| socio-emotional development of each student with | | | | possible educational environment for the individual |
| autism must be supported and encouraged with a | | | | student with autistic perception. |
| high degree of individualization and person-oriented | | | | |