Published Article

ABSTRACT
The task of effectively providing for the education of special children requires major changes in concepts and practice. The curriculum of the special should emphasize what will be taught, what will be learnt and what specific teaching strategies will be adopted. These demands create problems for the curriculum planners who have to create reliable programmes to meet the mental and physical needs of both the gifted and the mediocre in our schools. Special children pose problems for the school administration. These children need more complex equipment to play with. They need necessary amenities, which in many cases, are not provided. Without these stimulating items to keep these children constantly occupied, they revolt and refuse to co-operate with the school administration. Autistic people are faced with series of problems besides character. These include self-organization, distractibility, sequencing, difficulties with generalization, uneven profiles of skills and deficits. Self-organization is difficult for most people and especially for students with autism. It requires an understanding of what one wants to do and a plan for implementation. These requirements are sufficiently complex, interrelated, and abstract to present formidable obstacles for students with autism.
KEYWORDS: Gifted Children, Classroom Teacher, School Administration, Curriculum Planners, School Equipment, School Behavioural Problems, Computer, Thinking Skills, Learning Tool, autism, Symptoms