ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF CORRECTIONAL AND DEVELOPMENTAL SUPPORT FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS

Abstract

The article substantiates a system of organizational and pedagogical conditions for correctional and developmental support of primary school students with autism spectrum disorders (ASD). To achieve the objective, theoretical research methods were employed: analysis of scientific literature, systematization and generalization of scientific and methodological sources, and conceptualization of organizational and pedagogical conditions. The clinical features of ASD are revealed according to the International Classification of Diseases, 11th Revision, emphasizing the pronounced heterogeneity of clinical manifestations and variability of functioning levels in primary school students. It is determined that ICD-11 structures ASD based on two criteria: the presence or absence of intellectual developmental disorders and the level of preserved functional language. The main clinical manifestations include impaired communication function, difficulties in social adaptation, behavioral features, and sensory dysfunctions. Six interconnected organizational and pedagogical conditions for effective support of primary school students with ASD are substantiated: 1) coordinated interdisciplinary interaction of participants in psychological and pedagogical support; 2) high level of professionalism of specialists providing correctional and developmental support for children with ASD; 3) application of innovative technologies and evidence-based practices; 4) organization of correctional and developmental environment and creation of quality educational and methodological support; 5) implementation of an individual approach taking into account the child’s psychophysical development features; 6) purposeful development of prognostic functions in students with ASD. Special attention is paid to the development of prognostic functions as the ability to anticipate the consequences of one’s actions, plan activities, and anticipate changes in the environment. The substantiated conditions ensure the implementation of social-integration, compensatory, developmental, and educational functions of correctional and developmental support for primary school students with ASD. The implementation of the defined conditions contributes to the optimization of the psychological and pedagogical support process, increasing its effectiveness and successful adaptation of students to learning.