INDIVIDUAL AND THERAPEUTIC APPROACH WITH STUDENTS WITH S.E.N. ESTABLISHING AN ACTIVE CONTACT AND INVOLVEMENT IN INTERACTION IN CURATIVE-MOTOR CLASSES (KINETOTHERAPY) WITH ELEMENTS OF PSYCHOLOGY AND SPECIAL PEDAGOGY

Abstract

În acest articol sunt descrise fragmentele de lecții individuale cu copii cu trăsături de dezvoltare ale sferei emoțional-voliționale, precum și instabilitate motrică cunoscută sub denumirea de „stângaci” sau insta- bilitate motorie cauzată de diagnosticul de autism și tulburare de spectru autist în regim auxiliar. scoala nr 6 din Chisinau. Pentru a depăși dificultățile de învățare și adaptare, pentru a stabili contactul cu copiii cu tulburări din spectrul autist (TSA) și pentru a-i implica în interacțiune psiho-corecțională, așa-numita abordare individual-te- rapeutică (de mediu) care stă la baza activității mele de specialist în reabilitare fizică pentru elevii cu TSA. De asemenea, sunt considerate caracteristicile bidimensionale (spațiu-timp) și nu în ultimul rând caracteristicile emoționale ale mediului terapeutic, precum și conținutul semantic al acestuia. Sunt date exemple, sunt descrise tehnici practice, metode și mijloace de lucru, care sunt utilizate în munca zilnică cu elevii cu TSA în școala auxiliară Nr. 6 din Chișinău, Moldova.In the program of the educational curriculum of Republic of Moldova a multidisciplinary team of specialists is working on an individual program of psycho-correctional assistance for each student in auxiliary school No. 6. Not only a speech therapist and a special teacher work with students with ASD, but also a kineto- therapist, with physical exercises, where tasks are set to develop motor skills (movements), coordination, balance, auditory attention and perception, speech activation through oral counting or appeals - requests, the development of interaction between children within the framework of the kinetotherapy lesson, the formation of arbitrary re- gulation of behavior based on physical exercises, outdoor games, as well as motor tasks that will solve not only important physical, but also psychological developmental tasks. The purpose of the study at this stage was to study the features of the influence of the environmental (therapeutic) environment on the development of psychomotor and communication skills in children with autistic disorder. The objective of this study is to conduct a comparative analysis of the characteristics of the psychomotor skills of chil- dren with autistic disorders and children with developmental disabilities. The results obtained in individual lessons become sustainable and extend to other situations, places, people inter- acting with the student. A student who has established contact in a physical lesson will now more easily interact with a speech therapist or special teacher and in order to provide psycho-corrective work with a child with autism, we are specialists, we understand that creating a therapeutic environment is the key to success.