Keyword: «autism»

The article discusses methods for organizing individual work of correctional and developmental classes for senior schoolchildren with autism spectrum disorder and the main directions of modern school education in creating a favorable space for the full inclusion of children with disabilities. This article reflects the overcoming of emotional disorders in children, through special corrective measures, and also includes the development of a model for teaching children with autism.

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.

The article discusses the problem of the development of behavior regulation and disruption of its formation in autism spectrum disorders. A brief overview of domestic and foreign works on the study of the structure of mental regulation is presented. The data of scientific research on the peculiarities of the development of mental regulation functions in autism and the methods of their formation are analyzed.

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 reviews the possibilities of using the game-based method of teaching a foreign language when working with children with special needs. Situations where the use of games is most optimal are considered. During the work on the article, differences in working with children with autism spectrum disorder were analyzed, and the most suitable forms of conducting classes were identified.