Page 210 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
P. 210
ja Riccarda Kiswarday in Maja Rejc
Wetherby, A. M., in B. M. Prizant. 2001. Communication and Symbolic Behavior
Scales Developmental Profile: Infant/Toddler Checklist. Baltimore, MD: Paul
Brookes.
———. 2002. Communication and Symbolic Behavior Scales: Developmental Pro-
file Manual. Baltimore, MD: Paul Brookes.
Wieder, S. 2011. »Is Something Wrong with my Baby?« Zero to Three 31 (6).
Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami
(ZOPOPP). 2017. Uradni list Republike Slovenije, št. 17.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). 2011. Uradni list
Republike Slovenije, št. 58.
Zupančič, M. 2004. »Socialni razvoj dojenčka in malčka.« V Razvojna psihologija,
ur. L. Marjanovič Umek in M. Zupančič, 255–277. Ljubljana: Znanstvenoraz-
iskovalni inštitut Filozofske fakultete.
Instruments for Preschool Teachers for Detecting Children with Autism
in the First Age Group (1–3)
Early detection and treatment of children with autism can alleviate the de-
velopment of disorder and its associated problems. It significantly improves
the quality of child’s and his family’s life and increases the effectiveness of fur-
ther treatments. This is why the preschool teacher’s familiarity with early signs
that suggest autism in the earliest period and the equipment with observa-
tion instruments is important. Our aim was to review and analyze the scales
for the observation and recording early signs of autism at the age of 1 to 3
years, which are useful for the preschool teacher as part of his/her pedagogi-
cal work in the child’s authentic environment in kindergarten. We found that
there are few instruments for the early detection of autism which are intended
for preschool teacher’s pedagogical observation. The teacher’s information is
rarely included in the anamnestic and diagnostic procedures, and is included
only indirectly, which reduces the sensitivity of the screening tests. We believe
that more active involvement of preschool teachers in the early detection of
autism would contribute positively to increase awareness and willingness to
adjust the preschool environment to the needs of children with autism.
Keywords: autism, early signs, instruments for early detection, first age group
(1–3), preschool teachers
210
Wetherby, A. M., in B. M. Prizant. 2001. Communication and Symbolic Behavior
Scales Developmental Profile: Infant/Toddler Checklist. Baltimore, MD: Paul
Brookes.
———. 2002. Communication and Symbolic Behavior Scales: Developmental Pro-
file Manual. Baltimore, MD: Paul Brookes.
Wieder, S. 2011. »Is Something Wrong with my Baby?« Zero to Three 31 (6).
Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami
(ZOPOPP). 2017. Uradni list Republike Slovenije, št. 17.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). 2011. Uradni list
Republike Slovenije, št. 58.
Zupančič, M. 2004. »Socialni razvoj dojenčka in malčka.« V Razvojna psihologija,
ur. L. Marjanovič Umek in M. Zupančič, 255–277. Ljubljana: Znanstvenoraz-
iskovalni inštitut Filozofske fakultete.
Instruments for Preschool Teachers for Detecting Children with Autism
in the First Age Group (1–3)
Early detection and treatment of children with autism can alleviate the de-
velopment of disorder and its associated problems. It significantly improves
the quality of child’s and his family’s life and increases the effectiveness of fur-
ther treatments. This is why the preschool teacher’s familiarity with early signs
that suggest autism in the earliest period and the equipment with observa-
tion instruments is important. Our aim was to review and analyze the scales
for the observation and recording early signs of autism at the age of 1 to 3
years, which are useful for the preschool teacher as part of his/her pedagogi-
cal work in the child’s authentic environment in kindergarten. We found that
there are few instruments for the early detection of autism which are intended
for preschool teacher’s pedagogical observation. The teacher’s information is
rarely included in the anamnestic and diagnostic procedures, and is included
only indirectly, which reduces the sensitivity of the screening tests. We believe
that more active involvement of preschool teachers in the early detection of
autism would contribute positively to increase awareness and willingness to
adjust the preschool environment to the needs of children with autism.
Keywords: autism, early signs, instruments for early detection, first age group
(1–3), preschool teachers
210
