Construction Stuff

    When I think of construction

   I think of grunting, spitting and hollering,

        Men in overalls strutting slouching, pointing,

 I think of laying floors, plastering walls, sanding

I think of breaking down left wing panels and

       Wallpapering right wing partition fortifications

  I think of painting over things past to create 

            A pseudo phantasm of things present

               I think of cladding, wrapping pipes and erecting pipe ducts

                  Pounding steel rods into reluctantly receptive grounds

  Constructing precarious structures that might soon

  Crumble under Mount Vesuvius like destruction of

       A Roman city in seventy-nine Anno Domini…

   Or is this simply a construction of the deconstruction of

  A soon to be dissolution of our democracy?!

Jacques Fleury is a Boston Globe featured Haitian American Poet, Educator, Author of four books and literary arts student at Harvard University online. His latest publication “You Are Enough: The Journey to Accepting Your Authentic Self” & other titles are available at all Boston Public Libraries, the University of Massachusetts Healey Library, University of Wyoming, Askews and Holts Library Services in the United Kingdom, The Harvard Book Store, The Grolier Poetry Bookshop, Amazon etc… He has been published in prestigious publications such as Spirit of Change Magazine, Wilderness House Literary Review, Muddy River Poetry Review, Litterateur Redefining World anthologies out of India, Poets Reading the News, the Cornell University Press anthology Class Lives: Stories from Our Economic Divide, Boston Area Small Press and Poetry Scene among others…Visit him at:  http://www.authorsden.com/jacquesfleury.–

METHODOLOGY FOR WORKING WITH PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER

Gulistan State Pedagogical Institute

Faculty of Pedagogy

Preschool Education Department

Student of Group 3-25: Burhonova Lobar

Scientific Supervisor: Berdiyeva Muborak

Tel: +998993744107

Abstract

This article presents a methodology for working with preschool children diagnosed with Autism Spectrum Disorder (ASD) based on the IMRAD structure. The Introduction highlights the increasing prevalence of ASD and the importance of early pedagogical intervention. The Methods section describes observation, diagnostic assessment, individualized development programs, the use of Applied Behavior Analysis (ABA), visual supports, structured teaching, and play therapy.

The Results demonstrate that systematic and individualized interventions significantly improve children’s communication, social interaction, and behavioral skills. The Discussion emphasizes the importance of parental involvement and the creation of an inclusive educational environment.

The findings of this study can be effectively applied in preschool educational practice.

Keywords: Autism Spectrum Disorder, preschool education, early intervention, ABA therapy, inclusive education, individualized approach, play therapy.

INTRODUCTION

In recent years, the number of children diagnosed with Autism Spectrum Disorder (ASD) has been steadily increasing worldwide. According to the World Health Organization, at least one in every 100 children is affected by autism. This growing prevalence highlights the urgent need to improve specialized pedagogical approaches, particularly in preschool education.

Preschool age is a critical period in a child’s psychological, speech, emotional, and social development. Early pedagogical and psychological intervention during this stage plays a decisive role in determining the effectiveness of future education.

In Uzbekistan, supporting children with special educational needs has become a priority of state policy. Reforms initiated by Shavkat Mirziyoyev focus on social protection and the development of inclusive education, ensuring equal opportunities for all children. Every child has the right to quality education and full participation in society, which requires scientifically grounded methodologies for working with children with ASD in preschool institutions.

Children with ASD often exhibit limited social interaction, repetitive behaviors, and delayed speech development. Therefore, it is essential to apply a комплекс of methods, including Applied Behavior Analysis (ABA), visual supports, structured teaching, play therapy, and sensory integration.

The relevance of this study lies in developing and implementing effective methodological approaches that enhance social adaptation, independence, and future educational success of preschool children with ASD. The study follows the IMRAD structure: Introduction, Methods, Results, and Discussion.

METHODS

This study focuses on improving methodologies for working with preschool children with ASD. Both theoretical and practical research methods were applied.

The theoretical stage involved analyzing scientific literature in special pedagogy, defectology, and inclusive education.

The practical stage included:

Observation

Interviews

Diagnostic assessment

Experimental pedagogical work

The study involved children aged 5–7 diagnosed with ASD. Individual development programs were designed for each participant.

The following methods were applied:

Applied Behavior Analysis (ABA) techniques

Visual supports and pictograms

Structured teaching

Play therapy

Speech development exercises

Sensory integration activities

Sessions were conducted 3–4 times per week in both individual and small group formats. Additionally, regular consultations were held with parents, providing guidance for home-based activities.

RESULTS

The experimental work showed that systematic and individualized intervention had a positive impact on children’s development.

The following improvements were observed:

Speech development: Increased vocabulary and ability to form simple sentences

Social interaction: More frequent engagement with peers

Behavioral changes: Reduction in repetitive behaviors

Attention skills: Improved concentration and task completion

These results confirm that early intervention and parental involvement significantly enhance developmental outcomes for children with ASD.

DISCUSSION

The findings indicate that individualized approaches, visual supports, and structured teaching methods are key factors in successful intervention. Furthermore, an inclusive educational environment plays a crucial role in children’s social adaptation.

State policy also contributes significantly to this process. As emphasized by Shavkat Mirziyoyev, every child must have access to quality education and opportunities for full participation in society.

Effective collaboration between educators and parents is essential for achieving sustainable developmental progress.

CONCLUSION

The study demonstrates that early diagnosis, individualized approaches, and systematic pedagogical intervention are crucial when working with preschool children with ASD.

Methods such as ABA, visual supports, structured teaching, and play therapy have proven effective in developing communication, social, and behavioral skills.

The IMRAD-based research confirms that individualized programs significantly improve children’s social adaptation and reduce stereotypical behaviors. Additionally, parental involvement and inclusive education environments are critical components of success.

In conclusion, improving methodologies for working with children with ASD requires:

Enhancing teacher qualifications

Developing modern methodological resources

Expanding inclusive education practices

Beyond methodology, the most important factor remains the educator’s patience, empathy, and individualized approach to each child. With proper support and collaboration between families and educational institutions, children with ASD can successfully integrate into society.

Self Portrait as a Half

Woman in the sky

what i’ve gained from your design

the beach is oddly quiet between

an inky charcoal night,

blended with a moment of regret

where i drag my face in the sand,

so incomplete

i can only scream.

A portrait is not complete without its painter

the colors tend to dry,

we’re worlds apart her and i,

separation made me dependent,

there’s a girl on this sphere of survivability

who counts the days between euphoria into isolation.

On the road there was

a man looked lonely

as vistas of the road

brought togetherness.

The man waited for a car

or bus. The wait, interminable.

Brought togetherness, with

childhood of days

that brought togetherness.

and recycles of lostness.

brought togetherness

the road seemed hollow

like deep within

brought togetherness.

Ananya S Guha
Shillong, INDIA.

NIGHT OF THE CURACH

I want to live

Where the sea is the end of the world

And the curach sways 

Sweet as the nightingale

In the melody of the galan 

To her sweet high-pitched thorn

I surrender

To the curach’s guttural waves and chatter

Bleeding ink across the bay

Through the eyes of Inishturk

Cast your nets

To the Trinity’s lone hand

That waits

In the driftwood

In the smoke on the hills, moves a hush

Till evening comes in

In its enormity

Let the end of the world

Wash over me

In your golden lugent hair

Sweet Niamh

Where the black curach sways as

Sweet as the nightingale

In the stillness of 

A dodecahedron

Isn’t that how the world 

Took your mind

In Reading Gaol

In the night of the curach

I am perched upon 

Such worlds

Self portrait from my spiderwebs

drenched in milky moonlight, i climb
up to my home in the tangled branches, among my webs.
rain plummets onto soft blades of grass,
from the spiderwebs i see myself in puddles of water;
the ever-changing reflection i know i must confront.
i am stuck between the comforting earth and the freeing sky,
a malfunction where the body meets the mind.
i have a hunger that eats at me;
the eternal hunger to have a body made of moonlight;
constellations as my bones,
planets for eyes,
to be everything
and nothing
all at once.

Tedious routine

Down the clouds I fall,
Up from evil coziness, wish farewell.
Go around, see the liar mirror, I’m a lost caterpillar.
Down, a rest I request as I’m slowly putting my finger into Aurora’s needle.
Up! Come on soldier, where is your spirit?
Go, steps feel enormous heavy, am I an elephant?
Down, to my dad’s car as my head is resisting the heavy atmosphere of early morning.
Up, a cheer my dad convokes, but I’m hiding my heavy bag under my eyes.
Go, class starts, the time seems to be playing with me; it goes fast and then immensely slow.
Down, my body falls, my foot skipped a stair.
Up, some miracle energy, a tasty bread of jam collapses with my tongue.
Go, more of the same, but I count starts trying to survive.
Down as I sit, an enormous space between exit and me.
Up to the ceiling, the time of escaping has come.
Go, the only thing my head thinks about.
Down, back to my dad’s car, as I sing a victory melody.
Up, the smell of home I can taste.
Go, as my steps go further and faster.
Down, back to my so wished coziness.
But tomorrow another battle I will survive.