Organization of Psychological and Pedagogical Support for Junior Schoolchildren in Autistic Spectrum Disorders

The article reveals the stages of psychological and pedagogical support for primary schoolchildren with autism spectrum disorders (ASD) and their organization. It is established that not every child with ASD can continue their education in an inclusive class even after studying in a correctional class. Often the main reasons are serious intellectual or behavioral problems, the solution of which is impossible in school. Such students should continue their education in the system of special schools (special correctional schools for children with intellectual disabilities, for children with severe speech pathology, etc.). Those students, who, after the correctional stage, can study in the mode of full inclusion, should move to regular classes and study according to the general schedule together with normally developed children under the obligatory support of a tutor. One of the proposals was the use of a specialized monitoring system, which allowed to adapt the assessment system, so that, on the one hand, children with ASD could achieve results and demonstrate knowledge of the subjects they studied, and on the other hand, allow timely action to address gaps. Also during the educational experiment it turned out that the team approach is one of the main requirements for the organization of training students with ASD in school. Only using such a method makes it possible to develop a single strategy for a comprehensive impact on children with ASD both in lessons and in frontal and individual correctional and developmental classes. It is important that the team includes a sufficient number of specialists to ensure a comprehensive and systematic correctional and developmental impact. The study is promising and allows to continue working in the following areas: development of specialized methods, technologies and forms of teaching students with ASD at the level of primary and basic education; development of the content of psychological and pedagogical correctional work for different groups of children with ASD, differentiated depending on the manifestation of disorders of the emotional-volitional and cognitive sphere of students.