Egy tizenegy éves autista kisfiút a szülei beadtak egy gyermekmegőrzőbe Sydneyben, arra az időre, amíg ők elmennek nyaralni.

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You spot a small child who is rolling around on the floor in front of a shopping centre and shouting; the child’s parents try to lift and get the child up on his/her feet. You approach them and you recognize your classmate from years ago. You clearly see that they are nervous, so you nod and wave to them, indicating that you would call them later.

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We’ve been visiting a class of Báthory Anna Reformist Elementary School with our pupils regularly since five school years. Or conversely, they pay us visits. We integrate them on two-three occasions in such a form, because we know how difficult it is to coordinate this process on behalf of both parties - in addition to the acquisition of the prescribed part of the curriculum.

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As a good parent you plan ahead in detail: what kind of vocational training should your autistic child enrol into and where he or she would be able to work ten-fifteen years later. Fundamentally two factors determine this: your child’s abilities and the number of vacant workplaces near you that are compliant with these abilities.

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There is a recurring question in connection with development of autistic children that is posed by parents and even the teachers: when is it safe to say that an autistic child has mastered something? When he or she repeats it a hundred or thousand times?

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The answer is simple: this topic needs to be introduced, presented and explained on the level of the given student. It is not easy to implement this even in a non-specialized elementary school. It needs to be presented in a manner that allows for the pupils learning at the lower elementary education level to understand the topic and that also allows it for those pupils learning at the upper elementary level to maintain their attention.

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„Én hoztam őt erre a világra és velem is hagyja el. Isten bocsásson meg nekem, nem fog többet szenvedni. – írta a volt férjének a 63 éves Yvette a 34 éves nem kommunikáló, epilepsziás autista fiúk meggyilkolása előtt – Kérlek, ne gyűlölj, hogy magammal viszem őt. Nem bírom látni, hogy tovább szenvedjen.”

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Már ötödik tanéve járunk rendszeresen a Báthory Anna Református Általános Iskola egyik osztályához az autista diákjainkkal. Vagy fordítva, ők jönnek hozzánk. Két-három alkalommal integráljuk őket ilyen formában, mivel tudjuk, hogy milyen nehéz összeegyeztetni ezt mindkét fél részéről az előírt tananyagok elsajátíttatása mellett.

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