Task Setting in Special Education for Classes with Autistic Students

Regardless of the type of school a child attends, educating children with autism is a unique challenge.

To ensure that the subject matter is properly adapted to the learner’s needs, it is critical to conduct both formal and informal evaluations of the student’s progress.

Autism causes a unique set of educational challenges because of the way that persons with the disorder develop and live their lives. This is particularly apparent in the following areas:

Through the use of the beneficial impacts of assisted communication, children learn socially appropriate conduct and relationships. They also acquire and differentiate spoken and nonverbal modes of communication.
– The encouragement of naturally curious behaviour and the development of socially suitable forms of action.
– Action-planning, administration, and implementation are all part of deliberate action.
Only a limited number of teaching methods have been found to be helpful for students with autism spectrum disorders in actual teaching settings. Instead, each autistic student’s motor, psychomotor, cognitive, and social-emotional development must be supported and encouraged through a high degree of individualization and differentiation of learning objectives focused on the individual.

When it comes to designing and implementing classes, methodological-didactic openness, a continual multidisciplinary diagnostic process, and the consideration of the concepts of capability, skill, and knowledge orientation are essential.

Not only is it important to allow students to actively participate in the content, structure and quality of the class, but it is also important not to adapt them to a teacher-directed passive learning model, but rather allow them to actively participate relevant to their current level of development.

Professional training in the long-term education, assistance and monitoring of autistic children is a precondition for these instructional instructions.