دور الأسرة في م ا رفقة أطفال التوحد

Abstract

The study aimed to identify the role of the family in accompanying autistic children, where we did this field study in (hand in hand center for autism spectrum - high - Biskra), and its problem fell under the following main question: ▪ What is the role of the family in accompanying autistic children? This question includes sub-questions as follows: ▪ What is the role of the family in the educational accompaniment of autistic children?. ▪ What is the role of the family in the therapeutic accompaniment of autistic children?. To answer our questions, we made the following hypotheses: ▪ The role of the family in the educational accompaniment of autistic children is in cooperation, continuous communication and coordination between the family and the school and the application of the educational strategy. ▪ The role of the family in the therapeutic accompaniment of autistic children is to cooperate, continuous communication and coordination between the family and the center and the application of the therapeutic strategy. To verify the validity of the hypotheses, we relied in our study on the descriptive approach because the research community consists of 30 individuals, represented by the families of autistic children, and we used the questionnaire form as a tool to collect data. Among the most important results we have reached: The family is an integral part of the educational and therapeutic programs provided to the autistic child. The family has a major role in following up and directing the progress of its autistic son from all aspects The need for coordination and good communication between the family, the treatment center and the school and the complementary relationship between them Through the above, it can be said that the family has an effective role in the educational and therapeutic accompaniment of autistic children, and this is due to its application of their strategy.