Page 141 - Šolsko polje, XXIX, 2018, št. 3-4: K paradigmam raziskovanja vzgoje in izobraževanja, ur. Valerija Vendramin
P. 141
vidmar et al. ■ key challenges in addressing autism in preschool education ...
Interviews
Teachers. All four teachers (two teachers and two assistant teachers) were
anxious to participate in the interview but soon became relaxed and talk
ative. All teachers feel satisfaction and find their work meaningful de
spite the difficulties. Three teachers express the need for additional semi
nars, training on the topic of ASD with special emphasis on strategies on
dealing with children on ASD: e.g. dealing with transitions between ac
tivities, following the rules, helping them establish good interaction with
peers, maintaining their attention to things that are not very interesting
for them, helping them verbally express themselves, helping them keep
connection to their thoughts, supporting them upon returning to pre
school after longer breaks, handling resistance and aggression with chil
dren, adjusting the planned educational activities to reach the same goals
as for other children. The question is also how to recognize signs of ASD.
One teacher emphasized the importance of the relationship – at first, I
gain their trust (by cuddling, being fair, helping when they need me) –
and the importance of talking to other children about why some things
are different for some children. Teachers receive the most support from
the special pedagogue who also prepares individualized programmes
for each child with special needs. All teachers report good cooperation
with parents and support from other teachers. All teachers mention it is
a struggle to accommodate many different special needs, pay attention to
all the individual needs and strategies.
Children. Both children were verbal, but with speech problems.
Their answers were very short (telegraphic) and some questions were not
answered. One child immediately made contact and he responded to our
interaction. As soon as we started asking questions, he withdrew. The
teacher asked questions for us. The second child at first did not respond to
us trying to make contact; later when we were alone in the classroom (no
other children or teachers) he responded to our questions while he was
drawing. After this, he also initiated interaction with us himself. Based on
observations we saw he did not play or interact with other children in the
classroom; he played with other boys outside in the playground.
Parents. Both parents report their child talks about preschool at
home and has friends at preschool. Both parents report they have profes
sional support also outside of the preschool (e.g. psychologist, speech ther
apist). Both parents report they have confidence in teachers, but all report
that special pedagogue at preschool is the key person for them and for the
teachers. They ask the special pedagogue for help. Parents say they have
everything they need from the preschool.
139
Interviews
Teachers. All four teachers (two teachers and two assistant teachers) were
anxious to participate in the interview but soon became relaxed and talk
ative. All teachers feel satisfaction and find their work meaningful de
spite the difficulties. Three teachers express the need for additional semi
nars, training on the topic of ASD with special emphasis on strategies on
dealing with children on ASD: e.g. dealing with transitions between ac
tivities, following the rules, helping them establish good interaction with
peers, maintaining their attention to things that are not very interesting
for them, helping them verbally express themselves, helping them keep
connection to their thoughts, supporting them upon returning to pre
school after longer breaks, handling resistance and aggression with chil
dren, adjusting the planned educational activities to reach the same goals
as for other children. The question is also how to recognize signs of ASD.
One teacher emphasized the importance of the relationship – at first, I
gain their trust (by cuddling, being fair, helping when they need me) –
and the importance of talking to other children about why some things
are different for some children. Teachers receive the most support from
the special pedagogue who also prepares individualized programmes
for each child with special needs. All teachers report good cooperation
with parents and support from other teachers. All teachers mention it is
a struggle to accommodate many different special needs, pay attention to
all the individual needs and strategies.
Children. Both children were verbal, but with speech problems.
Their answers were very short (telegraphic) and some questions were not
answered. One child immediately made contact and he responded to our
interaction. As soon as we started asking questions, he withdrew. The
teacher asked questions for us. The second child at first did not respond to
us trying to make contact; later when we were alone in the classroom (no
other children or teachers) he responded to our questions while he was
drawing. After this, he also initiated interaction with us himself. Based on
observations we saw he did not play or interact with other children in the
classroom; he played with other boys outside in the playground.
Parents. Both parents report their child talks about preschool at
home and has friends at preschool. Both parents report they have profes
sional support also outside of the preschool (e.g. psychologist, speech ther
apist). Both parents report they have confidence in teachers, but all report
that special pedagogue at preschool is the key person for them and for the
teachers. They ask the special pedagogue for help. Parents say they have
everything they need from the preschool.
139
