Keyword: «inclusive environment»

The article examines the development of communication in children with ASD in an inclusive environment. Of particular importance is the renewal of the education and training system in an inclusive environment. The main objective of inclusive education is to prepare a child with ASD for trouble-free inclusion in all types of social life, to adapt to society, and to develop communication skills. To date, many recommendations and guidelines have been created for interacting with children with autistic disorders in an inclusive educational organization. These recommendations and guides help children adapt to school life and develop communication skills. Heads and staff of educational institutions are trained to successfully create an inclusive environment. This is done so that children with ASD have the opportunity to develop, interact with other members of society, and most importantly, to socialize.

The article examines the features of socio-emotional development of preschool children with autism spectrum disorders in the context of inclusive-oriented behavioral support. The study presents the results of practice-based work conducted with children aged 3–6 with various developmental characteristics. Particular attention is paid to the role of behavioral approaches in the development of communication skills, emotional regulation, and engagement in joint activities. The findings demonstrate that the development of functional communication contributes to reducing maladaptive behavior and supports the child’s personal development.