MSSA offer some trainings

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Dear colleagues,

MSSA can offer some trainings. Here is the list:

– Introduction to Autism Spectrum Disorders
– Special Education and Rehabilitation for Children with Autism Spectrum Disorders
– Occupational Therapy for Children with Autism Spectrum Disorders
– Social Support for Children with Autism Spectrum Disorders
– Psychological Support for Children with Autism Spectrum Disorders
– Evidence-Based Methods and Interventions in Special Education for Autism Spectrum Disorders
– Visual Support and Structured Teaching in the Classroom
– Social-Narrative Methods in Supporting Children with Autism Spectrum Disorders: Social Stories, Social Scripts, Video Modeling
– Development of Social Skills in Children with Autism Spectrum Disorders – Creating and Implementing Educational Interventions.

– Managing Challenging Behavior
– Managing Sensory Disorders: Assessment of Causes and Support Strategies
– Sexual Development and Sexual Education for Children with Autism Spectrum Disorders
– Eating Problems in Children with Autism Spectrum Disorders
– Sleep Problems in Children with Autism Spectrum Disorders
– Nutrition and Mental Health in Children with Autism Spectrum Disorders
– Genetic Testing and Genetic Counseling for Autism Spectrum Disorders
– Medical and Health Aspects of Individuals with Autism Spectrum Disorders
– Biomedical Treatment for Autism Spectrum Disorders
– Naturalistic, Developmental, and Behavioral Approaches in Educational Interventions for Children with Autism
– Effective Behavioral Support Plan for Students with Autism, Based on Analysis of Causes and Function of Problem Behavior
– Prevention of Autism Spectrum Disorders

MSSA President

Courses about autism spectrum disorder

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Dear redaders,

Macedonian Scientific Society for Autism can conduct following courses:

  1. Introduction to ASD (definition, prevalence, etiology and pathogenesis, clinical features, diagnosis, differential diagnosis, treatment, prognosis);
  2. Exploring Communication and it’s Impact on Behaviour;
  3. Managing Sensory Sensitivities;
  4. Food and sleeping in children with ASD;
  5. Puberty and adolescence in autism;
  6. Understanding and Managing Challenging Behaviour;
  7. Genetics of ASD;
  8. Epigenetics of ASD;
  9. Early intervention of ASD;
  10. Biomedical Treatments for Autism;
  11. Pharmacotherapy in ASD;
  12. Medical aspects of ASD;
  13. Evidence-based Practices for Children with Autism;
  14. Employment of persons with autism;
  15. Housing and Community Living.

President of MSSA

 

Understanding the Autism-Nutrition Connection

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The connection between autism and nutrition is a fascinating and complex area of study. Research highlights several key aspects:

  1. Food Selectivity: Many individuals with autism spectrum disorder (ASD) exhibit food selectivity, meaning they have strong preferences for certain foods based on texture, color, taste, or presentation. Sensory sensitivities often play a significant role in these preferences.
  2. Nutritional Deficiencies: Due to limited food repertoires, individuals with ASD may consume fewer fruits, vegetables, and dairy products, leading to deficiencies in essential nutrients like vitamin D, calcium, and zinc. These deficiencies can impact overall health and development.
  3. Gut-Brain Axis: The gut-brain connection is an emerging area of interest. Gastrointestinal issues, such as bloating or acid reflux, are common in individuals with autism and may influence behavior and well-being. Addressing these issues through diet can be beneficial.
  4. Dietary Interventions: Some families explore dietary changes, such as gluten-free or casein-free diets, to manage symptoms. While these interventions may help some individuals, they are not universally effective and should be guided by healthcare professionals.
  5. Behavioral Impact: Nutrition can influence behavior and cognitive function. For example, ensuring adequate intake of omega-3 fatty acids and vitamins may support brain health.

MSSA President


    Supporting Children with Autism through Physical Education – Erasmus Plus Project

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    Почитувани колешки и колеги,

    Од 1 до 3 октомври во Каунас, Литванија се одржа првиот состанок во рамките на новиот Еразмус плус проект на МНЗА под наслов: „Поддршка на децата со аутизам преку физичко образование“ (201-1-LT01-KA220-SCH-000246848).

    Клучни прашања на состанокот беа:
    🎯Презентација на проектот;
    🎯 Партнери / презентации на координаторот;
    🎯 Користење на Google диск, внатрешна комуникација, партнерски договор;
    🎯 Надзор на проектот, план за итни случаи;
    🎯 Управување со проекти, извештаи за напредок, евалуација, табели
    🎯Проектни трошоци, готовински тек-реални трошоци, одржливост
    🎯Расподелба на резултати од проектот;
    🎯Презентација на резултатите од проектот и поделба на задачите кон партнерите.
    Партнери во проектот се:
    1. Kauno Prano Daunio ugdymo centras (Литванија)
    2. UNIVERSITY OF CUKUROVA (Туркије)
    3. Македонско научно здружение за аутизам (Македонија)
    4. MULTI-ACT STD (Туркије)
    5. Valmieras novada pasvaldibas Valmieras Gaujas krasta vidusskola attistibas centrs (Летонија)
    6. Rēzeknes pamatskola – attīstības centrs (Летонија).

    Од МНЗА претставници на состанокот беа Весна Филиповска и м-р Фики Гаспар, членови на ИО. Нека ни е со среќа новиот проект!

    Претседател на МНЗА

    Можно е да е слика од 7 луѓе, луѓе студираат и текст

    The state of education on autism spectrum disorders at universities

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    Over the past two decades, autism spectrum disorder, or ASD, has become a more common diagnosis among children worldwide, and represents a diagnosis that transcends racial, ethnic, and socioeconomic differences.

    The Centers for Disease Control and Prevention reports that one in 44 children will be diagnosed with ASD in 2022, compared to 150 in 2000. For parents, educators, and communities, this means many more children in the classroom who have been diagnosed with special needs and need specialized help. “Teachers and aides may need to help these students process the material differently so they can learn it better, or they may need to help students manage their emotions or learn social skills to better interact with their peers and the world around them,” emphasizes Dr. Vladimir Trajkovski, professor at the Faculty of Philosophy in Skopje. He is the president and one of the founders of the Macedonian Scientific Society for Autism.

    The increasing incidence of ASD, and the increased awareness of what students with ASD need to succeed in the classroom, has created a demand for teachers and professionals specifically trained to work with children with autism. “Understanding what autism is, what to expect, and how to communicate with individuals who have this lifelong developmental disorder can be an essential aspect of the work of the school psychologist, special education teacher, speech-language teacher, occupational therapist, principal, doctor, physical therapist,  behavior specialist, and many others,” points out Dr Trajkovski.

    The discussion on this topic will take place on March 13, 2023, at the 11th Annual Conference of Europe’s Sciences and Arts Leaders and Scholars. The experts will also touch upon the need for the education of specialists in treating autism disorders. “Southeastern European countries do not have autism education like Western countries. There is a lack of knowledge and of experts on autism. Autism should also be introduced as a compulsory subject at the first level of study in the curricula of the departments of special education, rehabilitation, pedagogy, psychology, the faculties of education. As well as introducing the optional subject of autism at the first and second level of study at medical faculties and for additional training for medical, special education, teaching, and other professional staff working in autism centers and educational institutions”, emphasizes Dr Trajkovski.

    Source: https://en.almamater.si/

    Project ISEC – ADE

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    Dear readers,

    Accessible digital education for learners with autism and intellectual disabilities: Innovating solutions and enhancing educators’ competences The project ISECADE (Accessible digital education for learners with autism and intellectual disabilities: Innovating solutions and enhancing educators’ competences), was commenced by an international consortium of partners with support by the Erasmus plus program of the European Union, in response to the widening education gap and exacerbating inequalities for learners with ASC and ID across Europe, where access to learning opportunities offered by digital technology for learners with ASC and IDis very limited. The education system is increasingly part of the digital transformation and can exploit its benefits and opportunities. However, it also needs to effectively manage the risks of the digital transformation, including the risk of an digital divide where certain people can benefit more than others. According to the EASPD (2020) the experience amid the coronavirus pandemic, demonstrated continued segregation of people with disabilities in education settings. This segregation is experienced particularly by learners with “invisible disabilities” such as autism spectrum conditions (ASC) and intellectual disabilities (ID). ISECADE includes 6 partners representing academia, autism experts, education professionals and families from BulgariaCenter for special educational support “Dr Peter Beron”, CyprusShipCon, GreeceCyclisis & D.A.D.A.A, Macedonia – Macedonian Scientific Society for Autism and Autism Institute. For the ISECADE consortium, it is imperative that the educational needs of learners with ASC and ID are adequately addressed during the digital transformation in education, whatever their type of schooling, implementing the rights of persons with disabilities to an inclusive, accessible and high quality education at all levels (UNCRPD). Therefore, the main objective of the project is to reduce the digital divide in education for learners with autism by providing open access digital learning infrastructure (web app) accessible to learners with autism and a platform for sharing open educational recourses. This will address the major challenges faced by school systems due to the lack of digital tools and educational content for learners ASC and ID. However, educators need a set of digital competences specific to their profession in order to be able to seize the potential of digital technologies for enhancing and  innovating education, as well as teaching competences specific to ASC and ID. With regard to this need, further support to education community will be provided with methodological guidelines for implementation of the digital tool for accessible and quality learning opportunities, as well as opportunities for professional development of educators, as they work to provide an equitable educational experience for learners with autism and intellectual disabilities.

    MSSA team

    A Helpful Online Safety Guide for People With Autism Spectrum Disorders

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    People from all walks of life and all kinds of backgrounds fall victim to online bullying and cybercrime, but studies have shown that those with an autism spectrum disorder (ASD) are more susceptible to online threats than others.

    ASD is a developmental disorder that affects behavior and communication. People on the Autism Spectrum tend to live a relatively normal life but can need supervision and lack judgement – a trait that has been identified as dangerous when left to their own devices in cyberspace.

    Not only are ASD children and adults at risk from others, but they can also develop compulsive online habits and internet addictions, and can be more deeply affected by exposure to inappropriate content.

    Everyone should feel safe online. It’s therefore extremely important to make sure you have adequate online security and remain internet vigilant.

    To help you surf with ease and reduce your vulnerability to attack, take a look at our Internet Safety Guide for people with ASD. (Share on Facebook)

    Table of Content:

     

    Source: https://www.wizcase.com

    INVITATION to participate on international Autism_PCP conference

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    Respected colleagues,

    It is a great honor and pleasure for me on behalf of the Macedonian Scientific Society for Autism to invite you to the international conference entitled “People with Autism in the Spotlight – Support through Person Centered Planning”, which will be held on August 25th 2021, on the platform ZOOM starting exactly at noon CET.

    This conference is a final event of the 3-year project “A holistic approach to person-centered planning for Autism” (AUTISM_PCP), from the Erasmus + program of the European Commission, with reference number 2018-1-EL01-KA204-047788.

    The specific goal of the event is to promote the person-centered planning methodology adapted for people (including children) with autism, which has been developed as a key result of the work of the Autism PCP international consortium in the past three years. Although the main implications relate to social services, the benefits of applying individual-oriented planning in education are particularly significant, especially in the educational transitions of students with autism.

    MSSA in the last 17 pandemic months continuously raise bots on educating professionals and parents of children and people with autism spectrum disorder, and will continue to do so in the coming period. This international conference, which will be attended by lecturers from the United States, Australia, Cyprus, Greece and Macedonia, is only one part of that overall educational activity, which will continue in the future.

    If you want to take part, it is mandatory to sign up and fill in the Google Form at the following link: https://forms.gle/AgeUC2zq1UXR5XKN7

    You can apply by August 20th of this year at the latest. Participation is without paying a registration fee. The conference will be certified, and to get a certificate you need to be present on the ZOOM platform from the very beginning to the end of it.

    We will be very glad if you also take part in this important international conference.

    05.08.2021                                                                              With respect,

    Skopje                                                                            President of MSSA

    I LEARN AND GET BEYOND MY LIMITS

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    Summary

    The Subject of the Project:
    To provide the skills which individuals with autism and intellectual disabilities will need after disasters and emergencies by producing innovative educational materials.

    Target Audience of the Project:
    Individuals with autism and intellectual disabilities. They are usually trained using visual materials with special education methods such as one-on-one and face-to-face. For this reason, parents and caregivers of these individuals have also been identified as target audiences to provide special education opportunities.

    The Objectives of the Project to be achieved are as follows:
    – To ensure that individuals with autism and intellectual disability can communicate with the right people after disasters and emergencies,
    – To ensure that they display the correct behaviour shapes to stay safe,
    – To integrate these individuals into the disaster and emergency management system,
    – To increase the professional knowledge and skills of the project partners and related participants.

    The final goals as a policy are:
    It is aimed to affect the policies and programs that can be developed in order to overcome the deficiencies in disaster and emergency awareness training and rehabilitation of disabled individuals including autism and intellectual disability.

    Content of the Project:
    1- Dictionary of disaster and emergency basic terms adapted for individuals with autism and intellectual disabilities and prepared with special teaching methods,
    2- Educational content consisting of video, animation and digital books that teach correct behaviours after disasters and emergencies,
    3- Digital library for disasters and emergencies prepared specifically for these individuals,
    4- The correct behaviours of the personnel working in disasters and emergencies in their approach to these individuals.

    Project Partnership:
    The project partnership was created by bringing together organizations with different expertise in disaster and emergency situations, autism and down syndrome, distance education, disability, design, education, risk management and innovation in line with the subjects and objectives.
    1- Eskişehir AFAD, public body, experienced in disaster awareness training, response and evacuation in disasters and emergencies.
    2- Osmangazi University, experienced in distance education, innovative design and user interface solutions.
    3- YERSİS is an educational consultancy company that researches the issue of accessibility among individuals with special needs during disasters and emergencies.
    4- Tohum Autism Foundation is a non-profit and in the public interest healthcare and education foundation in the field of autism.
    5- Down Syndrome Association is a non-governmental organization that works to ensure that individuals with Down syndrome can establish an independent, productive and integrated life.
    6- EDSA is an umbrella NGO that brings together 38 national organizations across Europe.
    7- MSSA is an NGO established to realize, coordinate and carry out the interests and training of people with autism.
    8- The Research Center on Disability and Marginality (CeDisMa) of the Catholic University of the Sacred Heart works to develop knowledge for teachers, educators, trainers, coordinators, social workers in the field of special education.

    Outputs of the Project:
    1- Adapted Disaster and Emergency Basic Concepts Dictionary for Individuals with Autism and Intellectual Disability
    2- Distance Education Portal
    3- Digital Library

    Project activities:
    Preparation Process;
    1. Working meetings with relevant organizations and associated partners (universities, NGOs on autism and intellectual disability, etc.)
    2. Visits to special education and rehabilitation centres.
    3. Literature review, research and data collection.

    The implementation process;
    1. Transnational Project Meetings.
    – Project management, distribution of tasks among partners, time and financial management etc. administrative issues.
    – Sharing experience, good practices and know-how for intellectual output production.
    2. Output development process.

    Dissemination Process;
    – Project Workshop as a Multiplier Event; Both the evaluation of the quality of the project outputs and the promotion of the project results.
    – Workshop’s online web platform.
    – To hold project introduction meetings with related institutions, to attend workshops, fairs and to open stands.
    – To organize training seminars at the local and transnational level within the scope of the multiplier event.
    – To prepare promotional brochures about project activities and results in order to increase the visibility in printed, visual and social media.
    – To send and distribute digital outputs to the relevant institutions in printed and digital formats.
    – Preparing scientific articles about project activities and results.
    – To ensure that the project outputs and results affect the policies and programs to be developed in this regard through the Disaster and Emergency Management Authority (AFAD).

    Source: https://ec.europa.eu/

    Sexual Education of Persons with Autistic Spectrum Disorders: Use of the Technique: ‘Social Stories

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    Tanja Stankova & Vladimir Trajkovski 

    Sexuality and Disability (2020)

     

    Abstract

    The difficulty in the area of social skills for persons with Autism Spectrum Disorders (ASD) is particularly visible in the area of sexuality and intimate relationships. Therefore, it is important to create a curriculum including information about sexuality and to address the individual and specific needs of persons with ASD. For this purpose we designed a study using Social Stories for conducting sexuality education following the criteria of Carol Gray. The main goal of our study was to assess the effects of the use of Social Stories to implement sexuality education with three participants with ASD. The individual sessions lasted for 45 min and they continued for a period of 6 months. The participants were tested and their parents interviewed before starting and after finishing 6 months of sexual education, and this allowed us to assess knowledge and behavioral changes regarding sexuality. The most significant changes were determined through assessment of the following areas: the private and reproductive parts of the body; changes occurring during the period of puberty; distinguishing pleasant and unpleasant touch; sexual relations and contraception. Our conclusion after analyzing results were that a period of 6 months implementing sexuality education through Social Stories was sufficient to upgrade and expand knowledge, but definitely was insufficient for noticing visible behavioral changes.

    Source: https://link.springer.com/