Elli Samara, Vasiliki Ioannidi


The purpose of this study is to present a case report of an autism incident, specifically of a toddler’s, and of an educational intervention program that was built in order to promote his inclusion in the group and to compensate for adjustment difficulties. The paper presents a description of an educational experience through presentation of an autism incident and the analysis of the educational intervention and strategies followed. In particular, the educational intervention was implemented in a Centre for the design and implementation of personalized and group education programs, which creates a variety of social stimuli of inclusion philosophy towards the child and the design and implementation of each program is based on working with the family. Overall, various forms of organizing the education of the child with autism were intentionally used, due to the variety of special educational needs which appear in this category of children and flexible access to a wide range of opportunities required. Finally, it should be noted that after the daily review of child performance data and decision-making on the part of the educator, on the teaching strategy that was being promoted each time, this child had obvious progress in the way of approaching and communicating within the team, as well as in issues of self-service, as well as fine and tangible mobility. Apparently, his communication and social skills have been improved to a good extent and his inclusion has proved to be a realistic goal in the context of this systematic pedagogical intervention.


Article visualizations:

Hit counter



autism, case report, educational intervention, strategies, inclusion

Full Text:



American Psychiatric Association, 1994. Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC, Author.

Anastasiou D., Bantouna Α., 2007. Development of a Personalized Educational Program for the Social Inclusion of a Student with Autism at the General School (pp. 356- 370). At: 1st PanHellenic Special Education Conference with International Participation "Special Education in the Knowledge Society", vol. B’, Hellenic Pedagogical Society. Athens, Gregory Publishing House.

Dimou-Tzavara A., 2000. Language and autistic children. In: Kipriotakis Ant, (edited): Proceedings of Special Education Conference (pp. 453-458). Rethymno: Pedagogical Department of Primary Education, School of Educational Sciences, University of Crete.

Elliot S. N., Kratochwill T. R., Littlefield Cook J., Travers J. F., 2008. Educational Psychology. Effective Teaching, Effective Learning. Αthens, Gutenberg Publishing House.

Fröhlich A., Heinen N., Klauß T., Lamers W., (Hgg) 2014. Schwere und mehrfache Behinderung –interdisziplinär. Athena- Verlag, Oberhausen.

Gena A., 2002. Autism and Diffuse Developmental Disorders. Evaluation-Diagnosis- Treatment. Athens, self-publishing.

Geschwind D. H., Levitt P. 2007. Autism spectrum disorders: developmental disconnection syndromes. Current Opinion in Neurobiology, 17 (1): 103-111.

Heward W. L., 2009. Exceptional children. An introduction to Special Education. NJ Pearson Education.

Ioannidi V., 2006. Introduction of Innovations in Special Education. Innovative pedagogical interventions for people with special educational needs: Education for Health and the Environment in children and adolescents with social adaptation difficulties. Series: Special Pedagogy, no. 6. Athens, Typothyto - George Dardanos.

Ioannidi V., Vasiliadou S., Kalokerinou A., 2011. Special education and training: Strengthening the communication and mediation role of the education officer and the health professional. In: Yavrimis P., Papanis E., Agni B. (editing), Research and Educational Act in Special Education, Volume II (pp. 73-78). Athens, Kyriakidis.

Kourkoutas E., Laugher V., Caldin R., Fountoulaki E. 2012. Experiences of parents of children with autism: Parenting, schooling, and social inclusion of autistic children. In: Ripoll K. J., Comunian A. L., Brown C. M., (eds), Expanding Horizons Current research on Interpersonal Acceptance (pp. 103-125). Boca Raton, FL, Brown/ Walker Press.

Mittler P., 2000. Working Towards Inclusive Education. Social contexts. NY, David Fulton Publishers.

Nicholaou A., Notas St, 2006. A child with autism, a teacher and a family. In: Yannis A., Kalogeropoulou S, Mavropoulou A, Notata S, Papageorgiou B, (editing), "The spectrum of autism co-operation - family and professional convergence" (pp. 111-140). YPEPTH. Program for empowering and supporting families of families with autism. Association of Parents of Guardians and Friends of Autistic People of Larissa.

Salvia J., Ysseldyke J., Bolt S., 2013. Assessment in special and inclusive education. Wadsworth, Cengage Learning.

Samara E., 2016. The collaboration between special educators and parents of severely disabled children. In: Papadatos I, Polyhronopoulou St, Bastea A (eds), Proceedings of the 6th PanHellenic Conference of Science, Education and Special Education, vol. B’, pp. 1152-1167. Athens: National and Kapodistrian University of Athens, Department of Special Education and Psychology, Research Centre of Psychophysiology and Education.

Samara E., Ioannidi V., 2018. Views of parents for Difficulties in the transition from Kindergarten to Primary school. The role of counseling and future trends in General and Special Education. Open Access Library Journal, 5:1-14. DOI: 10.4236/oalib.1105062.

Vogidroukas I., Sheratt D., 2008. Educational guide for children with diffuse developmental disorders. Athens, Taksideyths.


Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).