| Abstract | Poremećaj iz spektra autizma (PSA) obilježavaju odstupanja u socijalnoj komunikaciji i interakciji te atipičnosti u obilježjima općeg ponašanja i interesa (Cepanec i sur., 2015). Obilježja PSA su se povezivala sa shizofrenijom, no kasnije se izdvajaju u samostalnu dijagnostičku kategoriju. Kod simptoma PSA nema pravila. Netko može imati uredan intelektualni razvoj, dok će drugi imati blagi ili teški intelektualni razvoj. Ono što gotovo svi autori tvrde, vezano za obilježja PSA, poteškoće su u komunikaciji, loše socijalne vještine, stereotipne/ponavljajuće radnje ili igre, opsesivno držanje određenog reda. Prvi simptomi javljaju se prije 3. godine života. Pozivajući se na noviju klasifikaciju petog izdanja Dijagnostičkog i statističkog priručnika za duševne poremećaje (DSM-V), Kannerov sindrom, atipični autizam, Rettov sindrom, drugi dezintegrativni poremećaj u djetinjstvu, poremećaj hiperaktivnosti povezan s duševnom zaostalošću i stereotipnim kretnjama, Aspergerov sindrom te ostali poremećaji razvoja u djetinjstvu pervazivni poremećaji u razvoju smatraju jednim poremećajem – poremećajem iz spektra autizma (Nacionalni okvir za PSA, 2018). Budući da se djeca s PSA ne mogu verbalno izraziti, likovna umjetnost je ta koja služi kao ''kanal'' komunikacije. S druge strane, likovna aktivnost utječe na bolje fokusiranje, opuštanje, razvoj divergentnog mišljenja i kreativnosti. Utječe na razvoj mašte (Balić Šimrak, 2011). Postoje razne likovne tehnike i materijali koji se mogu iskoristiti u likovnoj umjetnosti. Djeca s PSA mogu se izražavati slikanjem, crtanjem, modeliranjem glinamolom, plastelinom, itd. Kroz svaku od tih tehnika oni nešto uče. Svaka ta tehnika ima svoju svrhu. Cilj ovog rada je istražiti utjecaj likovne umjetnosti na razvoj djece s poremećajem iz spektra autizma. Ono što likovna umjetnost pruža je mogućnost izražavanja djece s PSA, iskazivanje osjećaja i uspostavljanje komunikacije sa svijetom oko sebe. Uloga ovoga rada je naglasiti važnost likovne umjetnosti i njene uporabe kao ''kanala'' putem kojih će djeca s PSA izražavati svoje emocije, razmišljanja i omogućiti drugima ulazak u njihov svijet te naglasiti koliko je bitno da ih razumijemo i pokušamo im na sve načine olakšati i pomoći u tome ostvarenju. |
| Abstract (english) | Autism spectrum disorders (ASDs) mark deviations in social communication and interaction, as well as atypical features of general behaviour and interest (Cepanec et al., 2015). ASDs features used to be associated with schizophrenia, but they are later separated into an independent diagnostic category. There are no rules in regards to ASDs symptoms. One person may have proper intellectual development, while the other can have mild to severe intellectual development. One thing claimed by almost every author concerning the features of ASDs are difficulties in communication, poor social skills, stereotypical/repetitive actions or games, obsessive keeping of specific order. First symptoms occur before the third year of life. Referring to the recent categorisation given in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), Kanner syndrome, atypical autism, Rett syndroe, second childhood disintegrative disorder, overactive disorder associated with mental retardation and stereotyped movements, Asperger's syndrome and other disorders in childhood development, pervasive development disorder is believed to be one disorder – one of the Autism Spectrum Disorders (National Framework for ASD, 2018). Considering that children with ASDs are unable to express themselves verbally, artistic activity is the thing acting as a communication “channel”. On the other hand, artistic activity leads to improved focus, relaxation and development of divergent thinking and creativity. It influences the development of imagination (Balić Šimrak, 2011). There are various artistic techniques and materials, which can be utilised in fine arts. Children with ASDs can express themselves through painting and drawing or modelling clay, play-Doh etc. Through each of these techniques, they learn something. Each of the techniques has its purpose. The aim of this paper is to examine the influence of fine arts on the development of children with autism spectrum disorders. Fine arts provide opportunity for children with ASDs to express their feelings and to establish communication with the surrounding world. The role of this paper is to underline the importance of fine arts and its usage as a communication “channel” through which children with ASDs can show their emotions and thoughts, and enable others to enter their world, while emphasizing how important it is for us to understand them and give our best to ease and help them, in every possible way, to achieve that. |
