Chess with imagination

Model organizacyjny

There is a lack of developed tools on the market that can be combined with chess learning and applied to the therapy of young people on the autism spectrum.

The innovation is to include chess training as part of a class or therapy especially for those on the spectrum, but also for such pupils with anxiety. A very strong emphasis during such training is placed on memorising the arrangements of chess pieces and thus developing the player's imagination.

Therapists;chess coaches;primary and secondary schools;special schools;libraries and community activity venues;parents and carers of people in the target group;institutions working for children and young people on the autism spectrum.

Curriculum;instruction consisting of 16 scenarios for therapy units.

In people in the target group: stimulation of logical thinking, analytical and strategic skills;improved concentration;thanks to a specific learning technique, people on the autism spectrum achieve success in learning chess, which has a positive impact on their sense of achievement and self-esteem;establishing new relationships and friendships;better coping with stimuli and situations that may hinder their daily functioning; better management of stress and emotions;development of social skills such as communication, cooperation and the ability to share knowledge;development of concentration and attention skills;ability to isolate themselves from stressful stimuli;reduction of feelings of anxiety and stress. In implementers:broadening competences in working with people on the autism spectrum;adapting appropriate tools during classes and workshops.

Tak

Chess coach or someone who works with children or young people on the autism spectrum;therapist or someone who works with children or young people on the spectrum;person from the target group.

Familiarisation with the syllabus;chess board with chess pieces;electronic device for the instructor, e.g. laptop, phone, tablet.

Witold Duda

Rzeszów

INNOES [2019-2023]