1. For example, children with mild autism can attend ordinary schools without affecting their simple daily life and interpersonal communication. Then children will naturally have a campus life at school. This problem may focus on how to guide children to face school life correctly and how to get along with their peers.
2. Suppose the child is moderately autistic and can take care of himself in daily life, but his accompanying behavior is abnormal and his verbal communication ability is insufficient. Being with peers may also create new problems.
Take what I saw as an example. A 5-year-old child who has recovered for more than half a year talked to himself while putting on his shoes at home one weekend? Little fool? 、? You little idiot? His mother was very angry and thought that it was the teacher who said this about the child that made the child parrot. But after careful communication, we realized that the mother had enrolled her child in a weekend basketball class and asked him to play basketball with his peers. Children don't know what these words mean. When they are happy and excited in class or activities, sometimes they suddenly say these words and even sing them with the melody of children's songs. What do you think of the friends you make like this?
3. If the child is severely autistic, the basic daily activities need repeated guidance, and the cognitive and verbal communication skills are not high. There is a big difference between physiological age and cognitive age, so it is not realistic for such children to make friends with their peers.
Let's take what I saw. A child's physiological age is 7 years old, and his cognitive ability evaluation is 2 years old, because the pronunciation of basic vocabulary of oral muscle problems is very vague. So how can a normal 7-year-old make friends with this child? What will they play together? How to play? How to communicate?
The right one is the best, and so is making friends. I hope my answer is useful to you. Blessing ~