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2015 | 8(52) | 196-204

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Development of sociality of children with autism spectrum disorders: socio-pedagogісal discourse of the problem

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The article presents a historical excursion into the development of the problem of medical and social positions and stages of development of scientific views on autism spectrum disorders (ASD) in children. On the basis of methods of theoretical analysis, synthesis and compilation the dynamics of public opinion on the sociality of such children is studied, the state of research on the problem of sociality of children with autism spectrum disorders is studied. Taking into account the fact that such children need special conditions to be included in the society, the acquisition of the capacity for social interaction in connection with a particular course of the disease, the authors determined the specifics of sociality of children with autism spectrum disorders. The development of sociality of children with ASD occurs at the background of the psychobiological development of the defect of their personality (if the limit is growing along with the personality of the child, and most of the methods of treatment as a side effect causes inhibition of mental development, reduced intelligence and creativity). The studied defect is associated with an increased touch sensitivity of the child, its focus on individual stereotyped operations as a means of compensating for increased sensitivity, at the expense of creativity, social flexibility, communication. The development of the sociality of such a child is difficult because there is a constant conflict between two processes: a quantitative insufficiency or poor quality of the contacts of the child with the environment (which leads to the development of emotional poverty, limited social experience), and sensory hypersensitivity, hypertrophied reactions to any stimuli in the environment, resulting in behavioral problems, isolation, social full or partial insolvency of the child. The path of development of sociality of a child with ASD is significantly different from that of the child with normal development; the result is to be peculiar and ambiguous. However, we emphasize that in the peer group, subject to “therapeutic” conversation with him/her, the child is much more likely to achieve the maximum integration into the social environment. You need to understand that autism is primarily a developmental disorder and not a mental illness. With proper adjustment, children diagnosed with autism, can successfully adapt in the society, bring social benefits.



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