There are four misunderstandings in family education of autism. Autism is a situation in our society now. Autism is mainly influenced by family background, so it is very important to educate autism. The following are four misunderstandings in family education for autism.

Four misunderstandings in family education for autistic children: 1 1. It is considered that the education of autistic children is staged and the education preparation is not sufficient.

Many parents think that their children can recover and go to normal schools after half a year, one year or two of treatment. The fact is that autism is not cured after several courses of treatment like other diseases. Once the patient is diagnosed with autism, the intervention will be lifelong. Just because individual factors are different, the intensity of intervention will also be different, and it is by no means possible to "sit back and relax" after staged intervention.

2. Early symptoms are ignored and opportunities for treatment are missed.

At first, most parents thought that autism was due to too little communication with children, and even thought that children lived with grandparents when they were young, ignoring language education. Actually, it's not. Autism is a congenital developmental disorder with unknown etiology, which may be related to heredity. It can be said that autism comes with the birth of a child and will accompany him all his life.

3. Pay too much attention to the formal effect of training and ignore the meaning and objectives behind training.

You should know that in the process of using methods, don't confuse means with goals. The ultimate training goal of autistic children is to improve their social skills. To this end, many educational auxiliary media and various methods are needed. For example, teaching children to draw triangles is not to draw triangles well, but to improve their social skills and level in the process of drawing triangles, and to recognize and affirm his positive social interaction. However, some parents confuse goals with means, and think that they should draw triangles normally like children without obstacles in normal schools. Especially parents who have just started training may have a big problem in this respect. Parents should be reminded to pay more attention here.

4. I didn't realize that intervention training should be carried out anytime and anywhere, and I paid absolute patience and perseverance.

Many parents believe that only in institutions and schools is education in front of teachers. When they get home, they can relax without training. All wet! The correct way is to start training after waking up. No matter whose children you are facing, you should adopt scientific methods to cultivate them, and educate them all the time, anytime and anywhere.

Four misunderstandings in family education of autism II. People with mild autism generally have social barriers. But as long as the symptoms are not serious, people with mild autism can study in ordinary schools. In such an environment, he can communicate with normal people and enhance his communication ability, which is more conducive to his treatment than receiving education in a special institution.

In 2003, China issued a policy that children with mild autism can study in regular classes. In foreign countries, students with mild autism attend ordinary schools, which is regarded as an inalienable right of children, and schools have no right to refuse. However, the policy of "studying in regular classes" in China is not mandatory, and there is no supporting system to ensure the management level. Set up a special fund to give full support to schools that accept autistic children.

It is difficult for autistic children to enter ordinary schools and implement "integrated education". From schools and teachers to parents and classmates, there are all kinds of misunderstandings and prejudices about autism. In this regard, schools, teachers and parents all need to reflect. Our society should give more love to autistic children.

For example, most of our teachers lack the knowledge and skills related to special education, have heavy teaching tasks and are unable to take care of autistic children. In Hong Kong, there are special training programs for in-service teachers' special educational skills. Taiwan Province Province stipulates that if there are special children in an ordinary class, including autistic children, the number of students in this class can be reduced by 1-3. These experiences are undoubtedly worth learning from.