УДК 376.1 – 056.3 : 37.014.5

Ковтонюк В.А.

Почётный Доктор и почетный академик Международной Мариинской Академии им. М.Д. Шаповаленко, директор, Государственное казенное учреждение Самарской области «Центр помощи детям, оставшимся без попечения родителей «Искра» городского округа Сызрань коррекционный», г. Сызрань, РФ

Латышев О.Ю.

Д.ф.н., п.д.н., к.филол.н., действительный член МАС, МАЕ, ЕАЕ, ISA, МОО АД ЮТК,

член-корр. МАПН, профессор университета «Сайпресс»», США, профессор РАЕ, президент, Международная Мариинская академия имени М.Д. Шаповаленко, г. Москва, РФ

Латышева П.А.

исполнительный директор, Международная Мариинская академия

имени М.Д. Шаповаленко, г. Москва, РФ

Павлович С.

доктор педагогических наук, профессор университета г. Мостар, глава национального отделения
Боснии и Герцеговины Международной Мариинской Академии им. М.Д. Шаповаленко, г. Мостар, Босния и Герцеговина

ПРАКТИЧЕСКИЕ РЕЗУЛЬТАТЫ ДЕЯТЕЛЬНОСТИ РЕАБИЛИТАЦИОННОГО ЦЕНТРА ПО РЕАБИЛИТАЦИИ И АБИЛИТАЦИИ ДЕТЕЙ С РАССТРОЙСТВАМИ АУТИСТИЧЕСКОГО ХАРАКТЕРА

Аннотация. В данной статье рассматривается оценка личностных результатов, достигнутых в ходе деятельности реабилитационного центра по реабилитации и абилитации детей с расстройствами аутистического спектра, предполагает, прежде всего, оценку продвижения ребёнка в обогащении чувственного опыта и адекватной реакции на изменение внешних или внутренних стимулов окружающего пространства, которые, в конечном итоге, составляют основу этих результатов. Коррекционно-развивающая деятельность наших специалистов была направлена, в частности, на развитие у ребенка адекватных представлений о действительности окружающего мира путем получения навыков познания мира через обогащение чувственного опыта. Развитие сенсорной, сенсо-моторной, моторно-двигательной, эмоционально-волевой и коммуникативной сфер.

Ключевые слова: центр помощи детям, воспитание, образование, дети, воспитанники, с расстройства аутистического спектра.

Kovtonyuk V.A.,  Latyshev O.Yu., Latysheva P.A., Pavlovich S.

Practical results of the activities of the rehabilitation center for the rehabilitation and habilitation of children with autistic disorders

Abstract. This article examines the assessment of personal outcomes achieved in a rehabilitation center for children with autism spectrum disorders. This assessment primarily focuses on the child's progress in enriching their sensory experience and adequately responding to changes in external or internal stimuli in the surrounding environment, which ultimately form the basis for these outcomes. The corrective and developmental activities of our specialists were aimed, in particular, at developing the child's adequate understanding of the reality of the surrounding world by acquiring skills for understanding the world through enriching sensory experience. The development of sensory, sensorimotor, motor, emotional-volitional, and communicative skills was also emphasized.

Key words: children's assistance center, upbringing, education, children, pupils, autism spectrum disorders.

The range of tasks solved in the course of the rehabilitation and habilitation center's work for children with autism spectrum disorders is extremely broad and varied, due to significant differences in etiology and pathogenesis [1]. We will focus only on certain areas achieved to date, the adjustment of which we believe is most adequate to the goals of our institution:

- development of the rudiments of coordination of basic movements: walking, climbing, throwing, rolling, catching; development and regulation of excitation/inhibition, normalization of muscle tone; voluntariness and awareness of functions performed;

- reinforcement of the skill of distinguishing objects, people, contrast, color, light, and spatial location;

- reinforcement and application of the skill of recognizing sounds in the surrounding world, accepting new auditory stimuli (quiet, loud);

- reinforcement and application of the skill of recognizing smells and accepting new olfactory stimuli in the world that surrounds the child;

- Reinforcing and applying the skill of recognizing taste and accepting new taste stimuli;

- Mastering the skill of recognizing sounds in the surrounding world and accepting new auditory stimuli (quiet and loud);

- Mastering the skill of recognizing smell and accepting new olfactory stimuli in the surrounding world;

- Mastering the skill of recognizing taste and accepting new taste stimuli;

- Mastering the skill of recognizing touch, types of pressure, pain level, and temperature;

- Mastering the skill of an adequate emotional-motor response to sensory stimuli, external or internal;

- Mastering communication skills and accepted rituals of social interaction (i.e., the form of behavior itself, its social pattern) [1].

Expanding the circle of social interaction. Mastering the everyday rituals necessary for the child. A comprehensive impact on several channels of perception is possible with the use of the "magic chest." The child selects a letter card, inserts it into the slot, listens to the sound, pronounces the sound, removes and turns the card over, examines the picture, reinserts the card into the slot, listens to the name of the picture, and repeats it [2].

Even if the intelligence of children with autism spectrum disorders is intact, it is focused on solving tasks that are significantly more interesting to them (singing, drawing, modeling, collecting, etc.) than building social connections. For these reasons, absolutely all children with autism spectrum disorders require comprehensive social support, which they can receive through the activities of a rehabilitation center [3].

Goals of our institution:

- developing the rudiments of motor coordination: walking, climbing, throwing, rolling, catching; Development and regulation of excitation/inhibition, normalization of muscle tone; voluntariness of functions;

- consolidation of the skill of distinguishing objects;

- consolidation and application of the skill of recognizing sounds in the surrounding world, acceptance of new auditory stimuli (quiet, loud);

- consolidation and application of the skill of recognizing smell and accepting new olfactory stimuli in the world that surrounds this child;

- consolidation and application of the skill of recognizing taste and accepting new taste stimuli; - mastering the skills of recognizing sounds in the surrounding world, acceptance of new auditory stimuli (quiet, loud);

- mastering the skills of recognizing smell and accepting new olfactory stimuli in the surrounding world;

- mastering the skills of recognizing taste and accepting new taste stimuli;

- mastering the skills of recognizing touch, types of pressure, pain level, and temperature;

- mastering the skills of an adequate emotional-motor response to sensory irritant, external or internal.

The list of the main teaching and methodological support used in this process includes the following diagnostic materials:

G. A. Uruntaev and Yu. A. Afonkin's method, aimed at studying visual perception;

E. P. Kuzmichev's method, aimed at studying auditory perception;

G. A. Uruntaev and Yu. A. Afonkin's method, aimed at studying tactile and tactile perception;

G. A. Uruntaev and Yu. A. Afonkin's method, aimed at studying taste and olfactory perception;

N. L. Belopolskaya's "Cut Pictures" method;

R. S. Nemov's method, entitled "What's Missing," aimed at studying attention;

Hand motor skills diagnostics "Working with Matryoshka Dolls" (S. D. Zabramnaya);

Visual color perception diagnostics "Colored Rugs";

Motor coordination diagnostics: "Reciprocal Coordination Test" (A. R. Luria);

Diagnostic tasks for gross motor skills (N. I. Ozeretsky, M. O. Gurevich);

Tests: color discrimination, shape discrimination, size perception;

VB-MAPP [2].

Development of the proprioceptive system, body awareness (and its parts) in space: a set of soft modules "Romashka," a dry corner pool with colored plastic balls, a dry pool with lighting and clear plastic balls, a "Top-Top" mat, a children's "Corrugated" track with footprints, a mat with footprints, massage balls and rollers (su-jok balls, lacing, "Caterpillar," ribbons, ropes). "Weights" for the arms, legs, and shoulders, "clothespins" [2].

Along with this, in the course of the activities of the rehabilitation center for the rehabilitation and habilitation of children with autism spectrum disorders, the following material was used - a four-color bubble column with lower and upper lighting, with a remote control and a soft platform, a tactile play panel "Hedgehog", viscosity, a dry pool with lighting and transparent plastic balls, "lotto", "sensory box", "sensory bag", cereals (beans, peas, buckwheat, rice, semolina, etc.), hard and soft brushes.

A water and sand play table and a double-sided children's easel. Activities of the rehabilitation center for children with autism spectrum disorders [1].

Simultaneously, a range of activities aimed at developing auditory perception was implemented during the rehabilitation center's activities. CDs with musical works by O. Yu. Latyshev from the "In Harmony with Nature" series from the Moscow companies "Prologue Music" and "RDM" were provided for relaxation, along with a "Teatral" screen, toys, and objects with sound effects.

Finally, activities aimed at developing olfactory perception were carried out during the rehabilitation center's activities. A water fountain, an "Efa" aromatherapy unit, a "Snezhinka" air ionizer, and a humidifier were also included. In turn, to develop communication, emotional-volitional, and everyday skills through work on gross and fine motor skills, coordination of both hands with tweezers and medium-sized beads of different colors, puzzles, lacing, finger puppets, a "Theater" screen, a set of toys (domestic and wild animals, small objects made of wood, plastic, rubber, sets of cards were used aimed at developing the perception of color, shape, time, and space.

The study conducted in this work leads to the conclusion that any rehabilitation center with an appropriately staffed team and appropriate methodological and logistical support can achieve significant results in working with children with ASD.

Список использованной литературы

• Luisetto M., Latyshev O.Yu. Climate Change, Pollution and Effect in Some Nerological Condition. Autism Spectrum Disorders and Related Pathology: A Sociological Environmental Toxicology Analysis-State of Evidence / Germany, Saarbrucken, LAP LAMBERT Academic Publishing, 2021. – 60p.
• Ковтонюк В.А., Ковтонюк О.В., Павлович С., Латышев О.Ю., Латышева П.А., Луизетто М. Онтогенетическая составляющая проблематики развития детей с расстройствами аутистического спектра // Актуальные проблемы современной России: психология, педагогика, экономика, управление и право: сборник научных трудов / отв. ред.: А.Л. Третьяков. – Том 13. – Москва: МПСУ, 2024. – 2304 с.– С. 1456-1464.
• Zhilyaeva V.A., Latyshev O.Yu., Luisetto M. APPLICATION OF INNOVATIVE POTENTIAL YOUNG TEACHERS IN SOCIAL, PSYCHOLOGICAL AND PEDAGOGICAL REHABILITATION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS // Проблемы и перспективы организации работы с молодежью. Сборник материалов Всероссийской научно-практической конференции с международным участием. Самара, 2022. С. 265-273.