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PRACTICE GUIDELINES
Year : 2017  |  Volume : 15  |  Issue : 2  |  Page : 125-130

Neurodevelopmental planning during early school years for children with “Autistic” behavior (practice guidelines)


Department of Developmental Paediatrics and Child Neurology, MOSC Medical College, Ernakulam, Kerala, India

Correspondence Address:
Mepurathu Chacko Mathew
Department of Developmental Paediatrics and Child Neurology, MOSC Medical College, Kolenchery, Ernakulam - 682 311, Kerala
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/cmi.cmi_34_17

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The planning process while considering initiation of nonformal or formal education in children with autistic behavior should take into consideration the extent of the autistic profile of a child, comorbidities, response to therapy, language and learning progress a child makes, and the adaptations which a teacher is willing to make in the classroom. The schooling options for such children include regular schools with a special learning environment, special schools, and the open schooling system. An early learning program that bridges home and school can help children adapt to a school program and also provides periodic supplementation and support for their learning process. The involvement of school teachers, parents and siblings is an important contribution to the learning process.


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