Abstract:

Autism is a complicated neurodevelopmental disorder of social communication that has a profound effect on children’s intellectual, social and emotional development. It lasts for life. Children with autism need to have a lot of hours of therapy, not only in a centre and home but also at the kindergarten and at the school. A lot of studies have in their focus if it is better to trade an autistic child only in a centre for autistic children or even in a kindergarten and the school. And most of them highlight that it is very important for autistic children to be with other children, being prompt by them to communicate, trying to play with them and also trying to interact with them.

But, for the teacher it is not so simple, because they need to have special education for managing their tantrum if they have it’s at school, and also they need to know the best way they can use to learn them something. As Sandra L. Harris, wrote in her book, that we need a strategy to organize the factors that teachers, specialists and parents required to develop effective educational environments both in and out of school.

In Albania the situation is even more difficult because autism like a disorder is being known late, after 1990, and the teachers are not so informed about the symptoms of autism, and for them is very difficult to trade them. For that, educate them about the best way to teach, to motivate and to behave with the children it’s very important. Also in Albania the medium number of students in a class is 30, so for a teacher is impossible to teach for the other part of the class and interact with them as much as the autistic children need. Also in Albania the teachers need to have special educative programs for the children with special needs.

This will be a literature review about the importance of education of the teachers that have children with autism in their class, in the way that they can do their best for these children.

Keywords:

Autism, education, teachers.