Współpraca nauczycieli religii na rzecz uczniów w spektrum autyzmu
Cooperation of religion teachers for the benefit of students on the autism spectrum

Summary/Abstract: This article addresses the collaboration of religion teachers on behalf of students on the autism spectrum. The aim of the article is to present and justify the need for this cooperation with others, aimed at supporting students who are developing in accordance with a different model. Selected, required educational and church documents as well as relevant literature on the subject serve as the reference point for the conducted reflections. The analysis of the sources showed the legitimacy of cooperating with other teachers and its impact on increasing the effectiveness of activities. This applies to both teachers of other subjects and teachers co-organising the education of a given class. The necessity of good cooperation between catechists and school specialists has also been demonstrated – including the psychologist and pedagogue, which translates into better knowledge of the autism spectrum and a skilful analysis of the student’s behaviour, in turn enabling an adequate response to specific situations. It also helps in implementing the recommendations indicated in a given child’s special needs certification. The necessity of good cooperation between the religion teacher and the parents of children and adolescents on the spectrum, as those who have the greatest knowledge about a given student, was also confirmed, which is important from the point of view of the consistency of the influence of the educational environments. The cooperation of the religion teacher with other persons involved in the didactic and educational process is not optional, but is an obligation arising from being employed in a specific position. For catechists, it has an additional value, as the fruits of this cooperation can translate into a better catechetical impact in the parish.

• Details
• Contents