Psychological features of educational motivation of teenagers

Abstract

В статье рассмотрены психологические концепции происхождения, классификации аутических расстройств у детей, критерии психологической диагностики, а также трудности эмоционально-личностной сферы, которые усложняют эффективную адаптацию и социализацию. Также анализируются подходы к обучению, коррекции, социализации детей с аутизмом, которые разработаны и практикуются в современной культуре. Сформулированы психолого-педагогические условия организации интеграционно-инклюзивного процесса обучения таких детей. Ключевые слова: аутические расстройства, ранний детский аутизм, синдром Каннера, синдром Аспергера, оперантное научение, имитация, коммуникативная психотерапия, групповая психотерапия. According to the results of modern medical and psychological research, the number of children with disorders of the autism spectrum is increasing, so the problem of in-depth study and search for new forms and methods of psychological and pedagogical correction with them becomes very relevant. The article deals with the psychological concepts of origin, classification of this group of disorders, analyzes the criteria of psychodiagnosis in ASD, difficulties in the emotional and personal sphere that impede effective adaptation and socialization. Approaches to the education, correction and socialization of children with autism spectrum disorders, developed and implemented in contemporary culture, are also considered. The psychological and pedagogical conditions of the organization of the integration-inclusive process of teaching children with autism are formulated. It is noted that the criteria for diagnosis in a child with autism spectrum disorders, adopted by the World Health Organization, are qualitative disorders in the field of social interaction; qualitative violations of ability to communicate; stereotypical patterns of behavior and activities; limited interest in the environment. The leading form of work with children is psychological and pedagogical correction, which includes the identification and development of children's individual abilities, the development of speech and communication skills, as well as systematic work with parents.