Abstract:

The prevalence rate of autism disorders has dramatically increased during the last years. The Centre for Disease Control and Prevention from Atlanta estimates that about 1 in 68 children have been identified with autism spectrum disorder (ASD).

Children with ASD present problems with social, emotional and communication skills in their daily life. Moreover, they present difficulties since early childhood in key areas for learning and development processes. Due to these characteristics most of children with ASD need specific programmes of educative inclusion; in this sense, early action and care is very important to favor a positive long-term development, as well as their inclusion into society.

The project entitled “Equal Opportunities to Social Inclusion for Autistic Children, EOSIAC”, funded under the Grundtvig programme from the European Commission (ref. 2013-1-RO1-GRU06-29490) is mainly aimed to support the integration of children between 5 and 10 years old with autism in public education. Through this transnational project professionals from different fields involved in the care of autism from different countries (Romania, Spain, Italy, Germany, Turkey and Bulgaria) are exchanging knowledge and best practices aimed to create a network of specialized educators and counselors. This point is very relevant as it entails an empowerment of professionals in this field through the acquisition of more knowledge about educative inclusion of ASD based in the different realities from several European contexts.

Within the project, Polibienestar Research Institute (www.polibienestar.org) is in charge of the development of a methodology for integrating the phenomenon of autistic children in public education that can be applied successfully in each country participating in the project. These methodological guidelines will be based in references and good practices with scientific evidence, taking into consideration a revision of recent researches, initiatives and legislation frameworks. The methodology will contain the main basis for an effective integration of children and it will be easy-to-adapt to different cultural, educative and legislative contexts.

Other relevant products of the project will be the development of guidelines for parents of children with ASD to help them in the care of their children; and guidelines for teachers providing knowledge and skills on integration.

So, through the involvement of parents of children with ASD and their teachers it is expected that the project has a real impact on children’s quality of life and wellbeing.

Keywords:

Autism, children, educative inclusion, public school, family, teachers, quality of life, wellbeing.