FORMATION OF PROGNOSTIC FUNCTIONS OF IMAGINATION OF SCHOOL-AGE CHILDREN WITH AUTISM SPECTRUM DISORDERS USING EXAMPLES OF TASKS IN MATHEMATICS LESSONS

Abstract

The author of the article sheds light on the problem of the formation predictive functions of the imagination of school-age children with autism spectrum disorders (ASD) using examples of tasks in mathematics lessons. She has emphasized that the ability to predict and plan is one of the important functions of the imagination, which provides planning of a sequence of actions, awareness of patterns. It is important for their socialization. Children with ASD often have difficulties with predicting the result, flexibility of thinking and the transition from concrete to abstract operations. The author of the article has outlined a number of difficulties of school-age children with ASD, which may complicate the formation of predictive functions of the imagination in the lessons. She has emphasized that mathematics as an educational subject creates unique opportunities for the formation of forecasting, whereas it needs a logical sequence, planning and anticipation of errors. The necessity of the implementation of special methodological approaches in mathematics lessons that contribute to the development of predictive functions is substantiated. They envision a structured learning environment, visual support, algorithmization, step-by-step task completion, prediction of the result, modeling of situations and work with tasks. The author of the article has presented a set of exercises and pedagogical techniques aimed at activating the predictive functions of the imagination and also defines the principles of working with ASD pupils in mathematics lessons for teachers and the organization of the educational process. Rules for composing tasks for school-age children with ASD are suggested, the need for preliminary vocabulary work before solving tasks is argued, since ASD pupils may not understand the terminology is substantiated. The effectiveness of systematic, structured and visually oriented work is substantiated, which allows to increase the level of forecasting, planning and independence of school-age children with ASD in the process of studying mathematics.