“Every child can learn.”

I realized this by directly encountering it in the educational field.
Practical Education Guide for Children with Autism Spectrum Disorders

Park Eun-hye (Professor, Department of Special Education, Ewha Womans University)
Recommended by Go Yoon-seok (former head of the Department of Cardiology at Gimpo Woori Hospital)!

This book shows you how to teach children with autism spectrum disorder.
It helps you identify one thing you can do for your child right now and shows you how the special education you learned in the book can be applied in the real world.


Each and every child is so different.
So one method may work for one child but not another.
Even so, there are some commonly accepted ways to use the word 'generally'.
This book kindly teaches the methods the author has learned through various experiences and uses in the classroom every day.


The author, who says, “All children can learn,” offers warm comfort and encouragement to all who are taking steps forward with our children.
He says he hopes this book will provide an opportunity to start something today, even if it doesn't help you plan your year.
This book, which provides practical educational methods based on a warm perspective on children, will be of great help to parents of children with autism spectrum disorders, as well as prospective and current teachers and therapists.

When change occurs, children are acutely aware of the subtle new stimuli that come from unexpected changes, and these immediately translate into difficulties and pain for them.
There are no small changes that can be passed over naturally.
For children, change is more than just an inconvenience; it is an attack, a pain, a hardship that is difficult to bear.
Break it down into small parts, from one to ten, and give your child enough time to approach each part as much as he or she can understand as 'my safe part'.
Over time, you need to slowly expand the "safe zone" your child accepts.
Ultimately, what we can do for children is to broaden their 'range of expectations'.
Children feel comfortable when what they expect happens next.
--- p.22

No student has overcome his disability and become a star, and no student has become an expert in any field. However, I accept my disability every day and live each day diligently in a healthy way, and through it, I meet happy children and their mothers.
To me, these are the true stars: ordinary children and families who fully accept reality, live each day, find laughter and enjoy joy.
Let's be mothers who accept as quickly as possible and shorten the time of avoidance and denial.
Just as every child is different, every mother's life is no different.
They are all different.
--- p.33

The level of expectation is different.
It takes different amounts of time to learn.
The content you learn is different.
The learning methods are also different.
But one thing is certain: every child can learn.
Every child is changing for the better.
And this belief keeps me from giving up in so many situations.
Let's discover the smallest changes in our children.
And let's tell ourselves that we did well and worked hard to bring about that change.
This is one of the important mindsets we have when working with our children.
Let's find small changes and be happy about them.

--- p.119

Designing teaching and learning processes for our children requires collaboration.
In the case of performance assessment, we can create a separate evaluation scale that suits our children and evaluate the binder containing the worksheets that the children have done throughout the semester (5 points if they have collected all the worksheets, 3 points if they have collected 3 less worksheets, etc.) or have them read and rewrite the words they have written repeatedly.
What's required of teachers at this moment is creativity to find something that will somehow enable my child to participate in my class.
The best teachers are those who provide meaningful lessons to 'all the children' who take their classes.
--- p.150

It is important to talk to your child, consider toys, and choose books that are appropriate for their social age (the typical age based on the year they were born).
Our fourteen-year-old children also like the singers, t-shirts, pants, and songs that fourteen-year-olds like.
Just because children's intellectual abilities are delayed compared to children of the same age, we should not talk to them as we would to a fourteen-year-old child, nor should we organize play with children's toys and books.
Just as you would use polite language when speaking to a thirty-year-old adult, 'age-appropriate respect' means continuing a conversation with the same respect appropriate for their age, regardless of whether they have a disability or not.
Just as seventeen-year-olds don't read Peter Pan stories, our seventeen-year-olds want to do what their peers do.
It is important to talk to children of the same age at eye level.

--- p.235