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Autism is a type of developmental disorder that includes a group of functional disorders that affect a child's social behavior, communication skills, and cognitive skills, in addition to behavioral and repetitive patterns. The educational intervention for children with autism disorder does not only aim to teach academic skills, but also aims to develop communication, improve social skills, reduce disruptive behaviors, provide the child with some cognitive skills, as well as generalize the skills he has learned by applying them in new places (Hazem Al Ismail, 2011, p. 27). (Saleh Abu Jadu, 2009, p. 199) indicates that it is possible to benefit from the Gestalt theory which says that the whole must precede the sum of its parts in the educational process. It is better to start by clarifying the general view of a particular subject in its entirety, and then move on to presenting its parts one after the other, because this helps to understand the overall unity of the subject. It is also preferable to follow the holistic method rather than the partial method in teaching children to read. That is, start with words and then letters. It is clear that the words that the child begins with are meaningful and important to the child. As for the abstract letters, it is difficult for the child to understand their implications. The holistic method (Gestalt) is characterized by that it corresponds to the characteristics and characteristics of children with autism, where (Cannon, N; 2006) indicates that children with autism learn and think in the method of Gestalt processing, which is a processing method in which unresolved blocks and quantities are extracted from audio or audio information. Visual, a child with autism learns the entire language units as a whole rather than its disintegration into smaller units. It is possible to practical benefit from the Gestalt theory that can be practiced in the educational field with children with autism, either by making use of the principles of the theory, or by deduction from it, in teaching children with autism in ways that suit their characteristics, with the aim of developing their personalities in a balanced and integrated manner.
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