THE ROLE OF EXPERT ASSOCIATES IN PLANNING AND REALIZATION OF THE PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN MONTENEGRO

In this paper, we imply the role and influence of expert associates on the development and application of educational programs for children with autism spectrum disorders. The research sought to determine the extent to which professionals know the characteristics of autism, use appropriate methods of work and on this basis propose developmental and program goals, measures and areas for work and monitoring the achievements of a child with autism. We used the focus group method as a semi-structured instrument conducted by regions. There were a total of 43 respondents: special educators and rehabilitators, psychologists and pedagogues. The paper deals with the fact that school associates work on approaches based on visualization, organization, design, focus, purposefulness, and functionality are applied to children with autism. The basis of the work is the Individual Developmental-Educational Program (IDEP), which sets educational and developmental goals for each child. We found that in Montenegro the level of knowledge among professionals varies in relation to the methods of working with a child with autism spectrum disorders. Speech therapists are somewhat more able to recognize the needs and organize an appropriate approach, special educators are in transition from the paradigm of special to inclusive education, psychologists, pedagogues are not familiar with the characteristics and procedures of working with children with autism spectrum disorders. They identify important development and program goals insufficiently, the focus is on the role of speech therapists and less attention is given to resource experts. Based on the findings it is reccommended that a general framework for autism be developed. Conceptual solutions are oriented towards early learning, primary education and vocational training. Individual program focuses on developmental areas: communication, interaction, behavior, and independence. Then, evaluation indicators should monitor whether the child is being worked with on the basis of adjustments, visual instructions, structure and positive approach, level of communication development...