Abstract:

Autism is classified as a neuro-developmental disorder mainly affecting communication in social contexts; the effects of the disorder extend to children’s cognitive, social and emotional domains. Children with autism need extended and persistent therapy; however work within the therapeutic context needs to be supported by work at home and also in other contexts such as kindergartens and schools. Several studies have focused on the debate of whether and how kindergartens and schools should be involved in the process. Indeed research suggests how important it is for autistic children to be with other children; in this way they are more prompt to interact, communicate, and play together. However, the whole process is not simple for teachers, who in most cases do not have appropriate knowledge and skills for managing their behavior. Several authors have highlighted the need for collaboration between specialists, parents and teachers in order to create an optimal environment for children to develop. In Albania the situation is even more difficult because autism has been recognized as a disorder only after the 1990's. Indeed teachers are not well informed about the symptoms of autism, and for them is very difficult to manage the children. For this purpose educational programs for teachers are particularly important since they provide the ‘know how’s” to behave, motivate and ultimately teach these children. In Albania there are other particular barriers such as the large number of students in the classroom, the lack of appropriate stimulating environments etc. The aim of the present paper is to present a literature review on the effectiveness of educative programs for teachers working with children with autism; also the review will reflect on the application of such programs in different socio-cultural contexts (such as Albania). The specific barriers will be discussed and suggestions for the adaptation of the programs will be provided.

Keywords:

Autism, education programs, teachers, Albania.