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METHODS OF WORKING WITH AUTISTIC STUDENTS IN FOREIGN
LANGUAGE CLASSES
Zarifa Abdurahimovna Rahimova
Teacher at Andijan State University, Department of Russian Language and Literature
ABSTRACT
The research paper examines the possible calamities that occur in teaching the students with certain mental problems like autism. The author suggests original methods and approaches that can be effectively used in teaching autistic students in foreign language classes and provides relevant examples of how these methods can be implemented in classroom.
Keywords: method, autism, autistic students, teaching foreign languages, preparedness, cognitive functions, symbols, lesson structure.
Taking into account the increased birth rate of autistic children in the last decade, it is necessary to conduct targeted training of teachers to work with autistic children. Autism in children is now more common than isolated deafness and blindness, and autism in boys is 4 times more common than in girls. Girls tendency to suffer particularly from autism with Rhett syndrome.
The lack of knowledge of the psychology of children with morbidity and the psychological unpreparedness of teachers for inclusive education of autistic people can lead to various troubles in the educational process.
When working with autistic people, it is necessary to take into account the degree of damage to the cognitive functions of the children, to make individual training plans for them, in addition to teaching fine motor skills, they need to be helped to recognize the speech of the teacher and other students. And also with often disturbed orientation in time (past and real events are often mixed) and space, drawing up a clear table of the schedule, the plan of the lesson, and school landmarks can be helpful. A simple real situation over time may seem to fantastic and even scary, and, the consequences of the disorganization of the daily routine may be panicky, and provoke severe emotions in an autistic person.
Cognition of the ordinary surrounding world for an autist is so difficult that the world of an autist seen by a normal person would no longer seem quite real. One of the famous autists of the world, Albert Einstein, guessing that he belonged to the category of unusual people, said: "Do not be upset because mathematics is difficult for you. I assure you, for me this is generally a Chinese letter."
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An autistic child so prefers the order in the arrangement of things, the same route of walking, constantly eating the same food, that attempts to break stereotyping cause diffuse anxiety, sometimes violent aggression. If a child appears in the class who does not play with peers, avoids communication, is afraid to get dirty, covers his ears with his hands at sounds, loud speech, then teachers need to contact the specialists and parents of this child in a regular manner.
In order to avoid any surprises for autistic children and other students, it is necessary to recognize the distinctiveness of an autistic person from other students on a regular basis. In order for an autistic child to be able to gradually master the learning situation, it should be as structured as possible. With the child (using the schedule), the sequence of preparation for the school day should be specially worked out, for the lesson, if necessary, a visual diagram of the organization of the working space, a set of necessary teaching materials, the sequence of the teacher's actions during the lesson (that is, the course of the teacher's actions according to the structure of the lesson ).
The autistic children experience great difficulties in communication, but they also experience a need for them. When communicating with an autistic child, one is asked to express oneself as clearly as possible. In communication, people need the simplest words that do not cause difficulty in remembering. And it is extremely rare to express negation using NOT.
When working with an autistic person, the teacher should not raise his voice and speak in a calm tone, since any increase in voice, loud sounds, as well as physical contact, such as hugging, shaking hands, talking with gestures, can cause anxiety, and sometimes a sharp rejection of everything.
The room in which the child is engaged should be in calming colours, without unnecessary items. The number of students should not exceed 20 people. Schools with large numbers of students in one class are not suitable for inclusive education. Inclusive education requires the teacher to work more individually with each special student, especially in the primary grades.
The structure of the lesson must necessarily consist of the same components: homework survey, presentation of new material, strengthening of the material and homework. Flowing into any other subject during the lesson is not allowed.
Over time, new elements can be added to the well-established structure of the lesson, such as: work in pairs, work at the blackboard, work on the simplest project, etc.
It is important for the teacher to understand in what part of the lesson the child is "included" in what is happening, at what point it is necessary to give a rest, switch to another activity or insert a dynamic pause. This will enable the child to switch, relieve tension and restore energy.
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At the end of the lesson, the conclusion of the lesson should be summed up. To do this, you need to write out key phrases from the content of the new material in order to once again focus on the new material. It is necessary to repeat and pronounce the necessary concepts and definitions. All of this needs to be done under pressure. Taking into account the specific perception of autistics of someone else's oral speech, it is recommended to teach new words of a foreign language using pictures - symbols. It is important for the teacher to understand:
- what part of the oral information the child understands
- what instructions given to him are better absorbed and more often carried out
- in what form should a question or a new word be asked in order for it to be learned
Teaching foreign languages to children with autism should take place with an emphasis on positive motivation.
More often, children like to learn new words in a playful way with memorization and visualization. Letting students learn new foreign words should be based on the interest of the child. These can be games with the study of the names of animals, vegetables, professions, the world around, with the involvement of other healthy children, whose actions autists like to repeat with pleasure. Requiring a child to perform uninteresting or slightly difficult tasks should be done carefully and measured, since excessive stress leads to somatic or psychological problems. In the lessons in the form of a game, an autistic child can get the first impressions that he is working with everyone, understand that his actions have a real result. This is of a paramount importance for him. Taking into account the problems with the pronunciation of the child, the teacher must select tasks for him so that he feels his worth in them, so that the pronunciation of a foreign word is not particularly difficult, and the effect is bright. The spoken word by an autistic person written in the form of a symbol should be perceived as learned by him, if you can hang a picture so that everyone can see it, rejoice with the child at his success. It must be constantly taken into account that the pronunciation of even ordinary words for an autistic person is of particular difficulty.
Every action performed by an autistic child must be spoken out loud to them, in a half-whisper, so as not to disturb others. Pronunciation of actions gives the autistic comprehension of new material.
Considering that all children love fairy tales, when learning foreign languages, role-playing games should be used, where autistic children will compose fairy tales themselves, even with minimal knowledge of words, mixing adventures with new words with the words of their native language. In the learning process, plots can be used -stories that teach behaviour in certain situations. Adapting an autistic person to school life can be difficult. An experienced teacher should organize pair work when teaching,
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encouraging communication with each other. In this way, an autistic person can identify the emotions of others and also respond to them.
When learning a foreign language, the following table is appropriate:
New Its translation and meaning Smile, or any picture Another picture
word that triggers emotion (people's reaction to it
happy Счастливый (g) H
people Люди El o
By studying emotions, children transfer knowledge to real life situations, which is very important for everyone, but especially for autistic children. If an autistic child works in a group, then this helps him to determine the emotions of other children, teaches him to empathize.
Working in pairs, autistic children fill in the table with emoticons in the section "people's reaction to this word"
Those words that are not supported by visuals or practical action are not remembered by the child.
The Chinese principle "I hear and I forget, I see and I remember, I do and I understand" is very suitable for teaching children with autism spectrum disorders.
All educational materials in the study of subjects, especially foreign languages, should be supported by a visual range. In other words, teachers are recommended to use as many pictures,
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and visual cues that help autistic children focus on relevant information
The teacher should not ask until he explains, teaches, gives a visual example. Working with emoticons for a student with motor difficulties and features of written speech during a survey, when it is difficult for a child to answer in front of the whole class, represents the possibility of an alternative to oral communication.
When studying any material, a detailed emotional commentary by the teacher is very important.
The main rule of the teacher is that the child ought to be not as successful in learning as in the field of communication.
Rules for communicating the specific characteristics of a child with autism convey information through diagrams, visual pictures, avoiding overwork, organizing the space clearly signing items used by the child, addressing the child by name, teaching self-service skills and household orientation, mastering the activity in parts, stages, then combining into a whole, using reinforcement of the right action (tasty reward, hug, encouragement) and constantly developing gross and fine motor skills.
REFERENCES
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Scientific Journal Impact Factor (SJIF 2022=5.016) Passport: http://sjifactor.com/passport.php?id=22257
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