The education of children with autism, as in the education of other children, is crucial to the role of the family, especially the parents. School and social education cannot replace family education, it needs to be continued and consolidated by family education; And from the perspective of autism rehabilitation, the confidence and attitude of the parents' family are decisive. Therefore, as a teacher, to grasp the degree of success of teaching, we must have an understanding of the psychological state of parents at various stages, so that we can exert the influence of educators for different situations, strive for maximum family cooperation, and achieve better teaching results. When a child is diagnosed with autism, parents will have a psychological adaptation process, usually going through three stages; The first stage - avoidance of reality. Because children with autism are mostly no different from normal children in appearance, coupled with the lack of popularization of knowledge about autism in the medical community, many parents are reluctant to admit this fact when their children are first diagnosed with autism, and adopt an attitude of avoidance of reality. I always think that my child has no big problems, but just opens his mouth late, or ignores people, and behaves differently. Do not recognize how serious the consequences of autism are, always hope that through seeking medical advice or other ways to quickly solve the child's problems, and often ignore the use of scientific rehabilitation training methods and means, or do not know how to carry out rehabilitation training and family education for autistic children. As a result, the early education of most children with autism is delayed. Parents in this psychological stage may exist from the child's age of about 2 years old to the next, and the duration depends on the degree of parental awareness of autism. The second stage - forced recognition. Through various attempts over a period of time (as few months as many as a few years), the vast majority of parents will realize that under the current medical conditions available to human beings, it is impossible to seek medical treatment to recover autistic children. At the same time, as the child grows up, various obstacles will become more and more obvious in front of the parents, and the difference with the children of the same age is also getting bigger and bigger, forcing parents to face their children and re-understand the serious consequences that autism may bring. After the awareness of autism has been significantly improved, most parents will re-explore the road to help their children get out of the lonely return to society, and parents often hope to get more social help at this time. However, some parents may lose confidence because they only see the seriousness of their children's problems, do not get timely help from society, and are in a situation of isolation and helplessness, or they will give up helping their children because they cannot find the right way. As an educator, being able to help parents at such a time and build their confidence will have a multiplier effect on the rehabilitation education of autistic children. The third stage - full adaptation. At this time, parents did not have too many problems in terms of affordability, and they also had a clear understanding of the serious consequences that autism would bring to their children. However, parents in this period often lack the confidence and patience to fight for a long time, and a very small number of parents even break the jar and break the jar, completely losing confidence in the recovery of their children, and also discarding the sense of responsibility that should be due as a parent, which is obviously extremely unfavorable for the rehabilitation education of autistic children. However, the vast majority of parents are mainly because of the long and hard work required to train autistic children, and to constantly explore the education methods suitable for their children, but in exchange for a little change from the children who are extremely disproportionate to the pay, or even just the accumulation process of the amount before the change, so they lose the patience and courage to persevere. At this time, strengthening the connection between social education and family education will not only help parents to persist in long-term combat, but also help consolidate and improve the achievements of school education.
The psychological stages listed above will not be fragmented and single, and often several psychological stages are intertwined, so in practice we must learn to grasp it comprehensively. Second, the mentality of parents and autism education Because every autistic child is unique, the personality differences in their performance are not the same, so we must pay full attention to the role of family education. The degree of cooperation and psychological state of parents directly affect the effect of autism education. In general, parents at different psychological stages will have different performance mentalities, and generally speaking, there will be the following four types. 1, eager to form. Parents with this mentality, the general degree of children are better, that is, the so-called high-functioning autism patients. They will ignore the differences between their children because they are not far from normal children, or have certain strengths. Therefore, they are full of confidence and always think that after a few years of treatment or some other method, the child will soon return to normal. These parents often have high expectations, and once they feel that this expectation cannot be realized, they may become disappointed or even negative. Therefore, in teaching practice, in the face of this type of parent, we must actively guide, pay attention to protecting and encouraging the enthusiasm of parents on the one hand, and on the other hand, help them calmly face reality and understand the long-term and arduous nature of autism recovery. Because parental enthusiasm is the premise of autism education, but too high expectations may lead to hasty behavior, which is not conducive to the consolidation and development of autism teaching achievements. 2. Passive type. Parents with this mentality have two possibilities, one is the lack of long-term and arduous ideological preparation, because the effect of children's education is not as good as they think, so after a period of time their enthusiasm will slowly fade, confidence will be slowly lost; The other is that the degree of the child itself is relatively poor, belongs to moderate or severe patients, and even accompanied by other obstacles, these parents originally have little hope for the child's recovery, but they are still responsible and will not refuse to educate their children. For such parents, the main thing is to help them build confidence, to let them understand that parents have more confidence, children will have more opportunities, let them see more progress of their children. Only by mobilizing the positive factors of family education, society and school education, and turning passive into active, is the gradual rehabilitation of autistic children possible. 3. Resigned. Parents with this mindset may have different reasons for it. Some may be poor endurance, some may not know what autism is all about, and some may be determined by the quality of the parents themselves. Therefore, we should make specific analyses and treat them differently according to different situations. The general principle is that we should strive for as many family education cooperation as possible to consolidate the achievements of school and social education. Specifically, first of all, we must understand the pain of parents, as far as possible to guide them to a full understanding of autism, so that they can see both problems and hope, more importantly, we must use our words and deeds to arouse the conscience and love of parents, so that these parents can truly assume their due responsibilities and obligations. Otherwise, all our efforts in these children will be in vain. 4. Active cooperation type. This is a group of high-quality parents, some of whom have become experts in autism education and rehabilitation because of their children, and have rich practical experience in autism rehabilitation education. They maintain regular contact with experts at home and abroad, have a wide range of information sources, and can keep abreast of the latest international and domestic autism rehabilitation dynamics. Therefore, they are the force that must be relied on to carry out autism rehabilitation education, and a bridge between them and the school can be established between teachers and parents. We should establish close communication channels with these parents, fully tap their potential, learn from the good methods they have accumulated in family education to enrich school teaching, and jointly find a way to help autistic children return to society. Parents of autistic children's mental journey Parents to accept their children is a process of disappointment and adjustment, their mental journey deserves our attention, this article to autistic children parents, special education teachers as the interview object, to understand the parents found that children are abnormal to the process of education and reasons, and combined with the existing problems to put forward some suggestions. A total of 10 parents were interviewed, and the content was true. The education of children with autism, as in the education of other children, is crucial to the role of the family, especially the parents. School and social education cannot replace family education, it needs to be continued and consolidated by family education; And from the perspective of autism rehabilitation, the confidence and attitude of the parents' family are decisive. First, the detours taken by parents. 1, the time of discovery is late. Through the conversation, we can find that most parents find that when they find that their children have no language or do not respond to their parents' calls, they find that their children may have developmental problems and go to the hospital for examination. At this time, the child's development problems are already obvious. And the child has also reached a certain age, which invisibly delays the time for the child to receive treatment and training. 2. The choice of school is not clear. When they realize that autistic children need long-term treatment and training, they rush to find institutions for their children, and in the face of various forms of institutions, they have no choice, because they do not understand these institutions, and more importantly, parents are not clear about their children's abilities and fail to give their children a correct assessment. This is a question that parents should ponder. 3. Insufficient parental support. (1) Parents have less time to participate. Of the parents interviewed, only 1 participated in their child's recovery. Parents know less about their children and are prone to misunderstandings with teachers. If a child is naughty is normal, occasionally falling, scratching the skin is understandable, and some parents are because of a little skin trauma of the child and the teacher to fight, angry at each other, if the parents are too picky, too bossy, may force the teacher to intentionally or unintentionally isolate your child, resulting in your child lost a language stimulation opportunity, less of a attention, because the teachers are afraid of you, afraid of a careless, and let you sue. (2) Parents have little understanding of professional knowledge of autism. None of the parents interviewed had a comprehensive understanding of autism, and all they knew was through institutions or teachers. This is not good for the child's family recovery. If the teacher uses behavior correction methods such as reinforcement during the rehabilitation process, parents may cause misunderstanding of the teacher; Or the teacher makes an error in the process of rehabilitation, and the parents cannot find out, which may delay the child's recovery. 4. Misunderstanding of autism. Self-deception thinks that this is a misdiagnosis, my child can not speak everything normally except for the time being, maybe one day he will suddenly say it back! Keep your child in the house, isolated from the outside world, afraid of being ridiculed and the reason for taking a detour. 1. Parents lack common sense of children's development. Early diagnosis of autism is quite difficult, and as a parent of a child, early detection should not be difficult. Parents do not have general children's development knowledge, do not understand the characteristics of normal children's growth and development, do not remember each critical period of children's growth and development, when the child is born, ignore every subtle change of the child, resulting in delay in the diagnosis of the child's problems. 2. Parents' goal of seeking medical treatment is not clear. In the process of seeking medical treatment, because of the lack of understanding of the child, physiological examinations are generally done for the child, such as hearing examinations, etc., to prove that there is no problem in these aspects of the child. Parents are even more helpless, so they have to take their children around, invisibly wasting their children's treatment time. 3. Parents' attitude towards autism. (1) It doesn't matter, thinking that it is only a physiological disease that can be cured. (2) Extreme nervousness, mainly because the understanding of autism is only superficial and lacks a comprehensive understanding. Take your child around to seek medical treatment, from Western medicine to Chinese medicine, from home to abroad, and then ask God to worship Buddha, looking for ancestral secret recipes, trying to solve the problem of education by medical means. Waste your child's precious time. It has a great impact on the normal life of the family. (3) Escapism, non-acceptance. Self-deception thinks that this is a misdiagnosis, my child can not speak everything normally except for the time being, maybe one day he will suddenly say it back! Keep your children in the house, cut off from the outside world, for fear of being laughed at. 4. The degree of recognition of parents for rehabilitation. (1) I have lost confidence in my child and despair, I only hope that my child is happy and happy in the institution, and I am willing to come tomorrow, and I have nothing else to ask for. It is a compensatory psychology for the child.
(2) Expect too much from the child, hope that the child will make progress every day, exert too much pressure on the teacher, make plans on their own, call the mother within a week, talk within a month, and after a year... 5. The support of the society is not enough. The mainland is a developing country, the economic level and medical level still need to be improved, and there are not many autism experts with high professional knowledge, so the discovery of autism mainly comes from teachers and parents. 3. Suggestions given in response to the above problems. 1. Parents should grasp the common sense of children's development. Early diagnosis of autism is quite difficult, and as a parent of a child, early detection should not be difficult. As long as you have common sense of general child development, understand more about the growth and development characteristics of normal children, remember each key period of child growth and development, when the child is born, pay attention to every subtle change of the child, every subtle change here, not only refers to language, but also includes eye contact, attitude, emotion, attachment, behavior, etc., parents should maintain a high degree of vigilance, with a simple family self-measurement table, such as: Klein's Autism Behavior Scale, French Autism Children's Scale, preliminary screening and diagnosis of their children, Then seek a diagnosis and assessment from a specialist and make a list of records, and compare it with the normal child's growth schedule, so that it is not difficult to find the child's problems in time. If you find that the child has some abnormal points in the process of development, such as weak language ability, and can not be explained by general public health knowledge or medical knowledge, as a psychiatrist in the United States said: "If your child's ability to speak is weaker than other children, first of all, doubt whether he may have autism." "2. Parents should take positive action. Find a specialist for autistic children to conduct a professional assessment, confirm the child's degree of disability and develop an individual flower education plan. The degree of the disorder includes: the time when the disorder occurs, the earlier the obstacle occurs, the more serious the consequences, and the less optimistic the prognosis; Causes of the disorder: The causative factors of autism are diverse, and the prognosis caused by some factors, if it can be detected and treated early, is quite considerable; Intelligence and language skills in early childhood: Children aged 5-6 with certain language skills and intellectual activity abilities have a good foundation for development. Some children who can't speak or speak late can learn to write and use sign language, and they can also have a better development trend. According to the assessment of experts, have appropriate expectations for children, clarify what kind of training the child is suitable for at this stage, and choose the right institution for the child to train in a targeted manner, rather than blindly following. 3. Correct selection of institutions and teachers. For children with autism, choosing a good training facility is important, but choosing a good teacher is more important. Due to the particularity of the child, the child and the teacher are together for a long time, and the influence of the teacher on the child is considerable, so it is particularly important to choose a good teacher for your child. Generally speaking, teachers are divided into auditory type and visual movement type, and listening type teacher can speak the Tao and be good at words; Visually active teachers are more patient. Parents can choose the right teacher according to their child's needs. 4. Parents should have the correct expectations for rehabilitation.
Children with autism who are under 7 years of age and less than 2 years behind normal children are generally considered to have the potential to attend school; And children over 7 years old, 2-3 years behind normal, have no hope of going to school! At this time, the future of the child, parents should think! For children who do not hope to go to school, focus on cultivating children to build higher self-care ability in life, engage in simple life skills, regulate children's behavior, and deal with sexual problems. For children who hope to go to school, first make sure that they can sit still, the concentration of the eyes can last for a period of time, and cultivate the child's writing ability, language skills and good behavior norms. And writing is not only reflected in being able to write, recognizing, but also applying. The language aspect includes the expression of language and the understanding of language, and more importantly, the ability to convert language into written expression. Whether they are hoping to go to school or for children who do not, good behavior is a prerequisite for their integration into society! 5. Parents should have the right mentality and attitude. After the diagnosis, what parents have to do is to accept the facts, buy time, and start training. Create an environment for your child with a positive attitude and actions that promotes his progress. Instead of being miserable and helpless, it is better to face it positively. For the treatment of autism, we adhere to the principle of early detection and early training. The earlier autistic children start training, the better, and the best training period is 3-6 years old. Therefore, when diagnosed with autism is or suspected of autism, interventional training should be provided to children. At the same time, in the face of the fact that children are autistic, parents should have love, care, vigilance, and responsibility, and invest more time and experience to care for their children. 6. Parents should consciously regulate their children's behavior. (1) Focus on cultivating correct behavior. (2) Focus on rewards for correct behavior. (3) Ignore the principle of incorrect behavior. When training children, they should adhere to perseverance, adhere to the situationality, and carry out the training throughout life. Actively tell children what to do, rather than telling them what not to do, don't spoil because they feel guilty, open their mouths to eat, and stretch out their clothes. (4) Understand institutions and teachers. If children are naughty is normal, occasionally falling, scratching the skin is understandable, and some parents are because of a little skin trauma of the child and the teacher to fight, angry, we can understand the parents' love for the child, but this, for the child itself is not helpful, but will let the child lose an opportunity to experience life. Parents and teachers, unhappy about children's things, in fact, the damage is the children, because of the particularity of these children, in addition to the time with parents, most of their time is with the teacher, and the teacher's words and deeds, joy, anger, decline, happiness and students have a close relationship. 7. Parents should master the professional knowledge of autism. Due to the current level of economic development, the limitations of medical level and education theory (training), as well as the rehabilitation training of autism, a sound system has not yet been formed, and various training methods and knowledge theories are also competing! In order to find a set of training methods suitable for their children, we believe that parents should have professional theoretical knowledge! Understand the general characteristics of autism and the unique characteristics of their children, and master the operational skills and theoretical knowledge of autism training. Regularly do rehabilitation assessments for children, always participate in their children's growth, and learn another major for the future of children. 8. It is necessary to strengthen home-school cooperation. For the sake of children's future, parents, teachers, institutions trinity to strengthen cooperation. Parents give timely feedback on their children's performance at home, and teachers often communicate with parents, evaluate and change individualized education plans in a timely manner according to changes in children. The institution carries out reasonable management of teachers, so that each teacher has the space to give full play to their own characteristics and strengths, and create and invent new training methods! 9. The society should increase its support. As far as society is concerned, autism is a social problem that needs the attention and support of all sectors of society, and autistic families need social understanding and participation. Society should strengthen publicity so that more people know this group of "children of God" and accept and help them with a tolerant heart, so as to contribute to the construction of a harmonious society. Strive to cultivate a group of talents with professional quality. Legislation guarantees the rights of children with autism. I believe that with you and I have everyone's care and help autistic children will no longer be lonely!