Keyword: «autism spectrum disorders»

Autism Spectrum Disorders (ASD) are a group of complex conditions that affect children's social interaction, communication, and behavior. Kids with ASD often struggle to understand social norms and interact with their peers. In this context, an important tool for supporting these children is social stories–special narratives that help kids understand social situations and develop necessary skills. This article discusses the principles of using social stories in preschool settings to help children with ASD develop their social skills.

The article discusses the problem of social adaptation of primary school children with autism spectrum disorders (ASD) caused by impairments in communication and social interaction. The purpose of the study was to study the psychological and pedagogical aspects of the formation of communication skills in this category of children and to identify effective methods and techniques that contribute to the development of communication skills and social adaptation. The study was conducted on the basis of a comprehensive school with the participation of 20 primary school students with ASD aged 7-10 years. To assess the level of communication skills development, the methods «Diagnostics of the development of communication with peers» (Orlova, Kholmogorova) and «Study of communication skills» (Uruntayeva, Afonkina) were used. Effective methods and techniques include social stories, role-playing games, visual support, and positive reinforcement. It is concluded that targeted and systematic work is needed to develop communication skills among younger students with ASD for their successful social adaptation and integration into society.

This article describes the characteristics of the formation and development of receptive speech in preschool children with autism spectrum disorders. It describes methods for assessing the level of understanding of addressed speech by preschool children with ASD. The article presents the results of a diagnostic examination of the state of receptive speech in children with autism attending the municipal preschool educational institution «Kindergarten No. 197» and provides an interpretation of the obtained empirical data. The main directions of correctional work on the formation and development of speech comprehension in preschool children with autism disorders are formulated. Variants of game exercises aimed at overcoming the disorders of receptive speech formation in preschool children with ASD identified as a result of diagnostics are proposed. In conclusion, a conclusion is made based on the results of the study and an assumption is made about the effectiveness of the recommended correctional and developmental activities.

This article presents a study of the readiness of teachers of secondary schools in Kazakhstan to work with children with autism spectrum disorders (ASD). The study was conducted through a survey of 150 teachers from schools in Petropavlovsk and villages in the North Kazakhstan region, in order to determine their level of knowledge about ASD, experience working with children with ASD, and assess their professional competence in this area. The results of the study showed a significant gap between the necessary and the available level of teacher training. The majority of teachers surveyed noted a lack of specialized knowledge and practical skills in working with children with ASD, as well as the need for additional professional development programs. The results obtained are relevant for the development of strategic plans for the development of inclusive education in Kazakhstan.

The article discusses the problem of cognitive development in students with autism spectrum disorders and mental retardation. The features of cognitive impairments in children with ASD and mild mental retardation are analyzed. Various approaches to the formation of cognitive basic learning activities in children with autism are considered.