Keyword: «autism spectrum disorders»

A special child who attends a preschool institution needs an individual educational route for full-fledged mental and physical development. After all, physical and intellectual development is very important in the further professional orientation of a child in adult life. In our kindergarten, we found such a method of rehabilitation and as a result, creating a situation of success for children with special developmental needs, through the organization of classes at the children's climbing wall, and in the process of educational activities aimed at developing intelligence.

The proposed article substantiates the special role of the tutor in building communication skills of primary school children with autism spectrum disorders (ASD). The theoretical and methodological basis of the study were: conceptual tenets of studies revealing the basics of tutor support for children with autism spectrum disorders in inclusive education; theoretical and empirical studies revealing the specific aspects of the communicative sphere of children with autistic disorders; research works revealing the features, technologies, forms and methods of building communicative skills and abilities in children of preschool and primary school age. The purpose of the study is to analyze the activity of a tutor in building communication skills of primary school students with ASD and to highlight its organizational and methodological specific aspects in the process of learning activity based on the technology "Color mode of support". The author describes the use of the technology of support individualization "Color mode of support" in the learning activities of students with autism spectrum disorders as well as the results of the development of methodological tools for the implementation of the tutor's activity to build communication skills of children with ASD in an inclusive school from the perspective of modern approaches to teaching and socialization of children with disabilities, in particular, children with autism spectrum disorders. In addition, this article describes the conditions for ensuring the development of an algorithm for organizing the activities of a tutor for building communication skills of primary school students with ASD. The proposed organizational and methodological tools of the tutor's activity can be used for the formation of communication skills of primary school students with ASD in other general education organizations, as well as be adapted to the needs of preschool and basic general education levels.

The work "Using art therapy as a means of correcting anxiety in children with autism spectrum disorders" sheds light on the problems of fear in children with ASD, as well as effective ways to combat them. In Russian and foreign pedagogy and psychology, there is a lot of experience in solving the problems discussed in the article, which we have studied and summarized. The main advantage of art therapy is considered non-verbal interaction, during which an emphasis is placed on creativity, creative self-expression, since we know that children with ASD have difficulty verbally expressing their strong feelings.

In the work "Efficiency of using modern technologies in developing sensory skills of children with ASD" we will consider how effective new methods of work are in working with children with autism spectrum disorders. This issue will be considered using the example of the software and hardware complex Mercibo rhythm. It is necessary to note the close connection between the child's sensory functions and his ability to react to external factors, the surrounding world. Sensory functions have a strong influence on the general development of neurotypical children, and if we are talking about children with ASD, then we understand that such children have an urgent need for outside help to develop these functions. Often, children with ASD can be considered hypersensitive to the environment, they are irritated by loud sounds, too bright light, touches, etc., therefore, the development of sensory functions for them is an important part of correctional work. Therefore, the problems of this work are relevant.

In this paper, we propose to consider dance rhythms as a component of complex therapy for children with autism. As we know, autism spectrum disorders are caused by the problem of communication with the outside world, social interaction and the presence of anxiety of various typologies. It is contact through physical activity that can help children to know themselves, as well as improve the skill of interacting with society. From this, we can conclude that non-verbal communication, one of the forms of which is rhythm, can be effectively used to correct negative manifestations of autism, as well as an auxiliary means of interaction between the child and the outside world.