Keyword: «autism spectrum disorders»

The article discusses the technique of blotting as one of the possible tools for correcting attention in preschoolers with autism spectrum disorder (ASD). The theoretical prerequisites for the use of art therapy techniques in working with preschoolers with special educational needs are identified and the conditions for the effective use of blotting in correctional and developmental practice are described. Special attention is paid to the analysis of the mechanism of development of voluntary attention in children with ASD during visual activity. In conclusion, conclusions are drawn about the role of blotting as one of the approaches to individualized attention correction in the framework of comprehensive care for children with ASD.

The analysis of the special educational needs (SEN) of students with ASD is presented in the Federal Adapted Educational Standards of preschool and primary general education for students with disabilities (HIA). A scheme is proposed that combines the positive qualities of both options, aimed at increasing the level of continuity of pre– and post-secondary education for students with ASD, as well as an algorithm for its application.

The article is devoted to the study of the level of musical development among preschool-age children with autism spectrum disorders (hereinafter – ASD) using the original diagnostic tools. The relevance of the study is determined by the demand for unified diagnostic tools for identifying the level of musical development in preschool-age children with ASD in accordance with the educational targets "Artistic and Aesthetic Development" enshrined in the federal state educational standard of preschool education and the federal adapted basic program. The aim of the study was to analyze and determine the effectiveness of methods for diagnosing the level of musical development in the context of implementing an individual educational program for a child with ASD in a preschool educational institution. The study used methods of theoretical analysis, generalization and systematization of scientific approaches to diagnosis, development of socialization and communication of children with ASD using musical means. The diagnostic tools for identifying the level of musical development of preschool-age children with ASD described in the article are based on modern, complementary diagnostic approaches – function-oriented and integrative (specialized). The theoretical significance of this study lies in the analysis of modern diagnostic approaches and methods for assessing the musical development of children with ASD. These methods have significant transformative potential in the implementation of individualized educational programs, creating the preconditions for establishing contact, dialogue, and collaborative activities. Testing this toolkit revealed a slow progression rate among children from one developmental level to another, which is explained by the developmental characteristics of children with ASD. The developed diagnostic tools have practical significance, as they serve as a foundation for assessing the musical development of children with ASD in special-education preschools, compensatory groups, and organizations practicing inclusion. It will assist professionals who work in the field of special education in developing individualized educational trajectories.

The article discusses the problem of implementing a personalized approach in teaching children with autism spectrum disorders (ASD) in the context of additional foreign language education. The concept of a personalized approach is revealed and the basic principles in the context of additional education are described. It contains information about the advantages of additional foreign language education for the implementation of a personalized approach to teaching children with ASD. The psychological and physiological characteristics of children with ASD are considered, and a methodological framework has been created for the personalized education of children with autism spectrum disorders in the system of additional foreign language education.

The article discusses the problem of developing a mechanism for regulating social communication and behavior in children with autism spectrum disorders (ASD). Children with special needs are exposed to various risks in their communication with peers and adults, as well as in assessing dangerous situations and their consequences, and in planning their own actions. This highlights the need for implementing technologies that focus on developing the social and communication skills of children in this category, which is the objective of this study. The theoretical and methodological foundation of this work is based on the works of domestic and foreign authors who are specialists in the field of special education and correctional pedagogy. The following research methods are used in this work: theoretical methods based on psychological and pedagogical literature, which involve summarizing and systematizing the information obtained, as well as empirical methods. The study was conducted on the basis of the Center for Psychological, Pedagogical, Social, and Medical Assistance, the Department of Therapeutic Pedagogy and Rehabilitation, and the Tula Kindergarten for Children with Special Needs in Tula. The study involved 20 older preschool children with ASD. The diagnostic program included the comprehensive methodology of A.V. Khaustov, and the results showed that: it is difficult for preschoolers to express their requests and ask for help from an adult, and they experience significant difficulties in describing objects. Their social behavior is extremely limited: they do not know how to share and do not initiate joint play. The novelty of the research lies in the development of a set of social stories aimed at improving social communication skills in public places and managing one's own behavior and emotions, as well as the conditions for their implementation. The theoretical significance of the work lies in the study and evaluation of the effectiveness of methods aimed at developing the social and communicative skills of children in the studied category through the development and testing of social storytelling technology. The practical significance is that the results of the study can be used as a basis for pedagogical guidance in supporting children with developmental disorders in their socio–communicative development.